ROBINA STATE HIGH SCHOOL

1721

42

ROBINA STATE HIGH SCHOOL

2022 Senior Subject Guide V1

QCAA December 2018

Contents

Introduction __________________________________________ 1

Senior Education Profile ________________________________ 2

Statement of results ............................................................................................ 2

Queensland Certificate of Education (QCE) ....................................................... 2

Queensland Certificate of Individual Achievement (QCIA) ................................. 2

Senior Schooling Pathways @ Robina SHS ________________ 3

Pathways and QCE Point Examples .................................................................. 4

Senior subjects _______________________________________ 7

Underpinning factors .......................................................................................... 7

Vocational education and training (VET) ............................................................ 8

Australian Tertiary Admission Rank (ATAR) eligibility ........................................ 8

2022 Senior Schooling: General Subject Prerequisites ...................................... 9

Certificate I in Construction – CPC10111 ......................................................... 11

Certificate II in Engineering (Pathways) – MEM20413 ..................................... 12

Certificate II in Health Support Services / Certificate III In Health Services Assistance – HLT23215/HLT33115 ......................................................... 13

Certificate II in Hospitality – SIT20316 .............................................................. 15

Certificate II in Public Safety (Aquatic Rescue) – PUA21012 ........................... 16

Certificate II in Skills for Work and Vocational Pathways – FSK20119, Certificate II in Information, Digital Media and Technology – ICT20115 ................................................................................................. 17

Certificate III in Early Childhood Education & Care – CHC30113 ..................... 18

Certificate III in Fitness – SIS30315 ................................................................. 19

Certificate III in Screen & Media – CUA31015 .................................................. 20

Certificate IV in Crime and Justice – NAT10283 ............................................... 22

Certificate IV in Dance – CUA40113 ................................................................ 23

Certificate IV in Music Industry – CUA40915 .................................................... 24

Diploma of Business – SB50207 ...................................................................... 25

SAT – School Based ........................................................................................ 26

TAFE – Schools Program ................................................................................. 27

University Semester Courses (Year 12 only) .................................................... 28

General syllabuses ___________________________________ 29

Structure ........................................................................................................... 29

Assessment ...................................................................................................... 29

Applied syllabuses ___________________________________ 31

Structure ........................................................................................................... 31

Assessment ...................................................................................................... 31

Senior External Examinations ........................................................................... 32

Assessment ...................................................................................................... 32

Short Courses _______________________________________ 33

Assessment ...................................................................................................... 33

QCAA senior syllabuses _______________________________ 34

MATHEMATICS ............................................................................................... 35

General Mathematics ....................................................................................... 35

Mathematics Methods ...................................................................................... 37

Specialist Mathematics ..................................................................................... 39

Essential Mathematics ...................................................................................... 41

ENGLISH .......................................................................................................... 43

English .............................................................................................................. 43

English as an Additional Language .................................................................. 45

English & Literature Extension (Year 12 only) .................................................. 47

Essential English .............................................................................................. 49

HUMANITIES ................................................................................................... 51

Accounting ........................................................................................................ 51

Ancient History ................................................................................................. 53

Business ........................................................................................................... 55

Economics ........................................................................................................ 57

Geography ........................................................................................................ 59

Legal Studies .................................................................................................... 61

Business Studies .............................................................................................. 63

Social & Community Studies ............................................................................ 65

Tourism............................................................................................................. 67

TECHNOLOGIES ............................................................................................. 69

Design .............................................................................................................. 69

Digital Solutions ................................................................................................ 71

Food & Nutrition ................................................................................................ 73

Furnishing Skills ............................................................................................... 75

Hospitality Practices ......................................................................................... 77

Industrial Graphics Skills .................................................................................. 79

Industrial Technology Skills .............................................................................. 81

HEALTH AND PHYSICAL EDUCATION ......................................................... 84

Physical Education ........................................................................................... 84

Sport & Recreation ........................................................................................... 86

Sport & Recreation – Baseball .......................................................................... 88

Sport & Recreation – Futsal / Football .............................................................. 89

Sport & Recreation – Golf ................................................................................. 90

Sport & Recreation – Netball ............................................................................ 91

Sport & Recreation – Triathlon ......................................................................... 92

SCIENCE .......................................................................................................... 93

Biology .............................................................................................................. 93

Chemistry ......................................................................................................... 95

Physics ............................................................................................................. 97

Psychology ....................................................................................................... 99

Aquatic Practices ............................................................................................ 101

LANGUAGES ................................................................................................. 104

Japanese ........................................................................................................ 104

THE ARTS ...................................................................................................... 106

Drama ............................................................................................................. 106

Music .............................................................................................................. 108

Music Extension (Composition) Year 12 only ................................................. 110

Music Extension (Performance) Year 12 only ................................................. 111

Visual Art ........................................................................................................ 112

Dance in Practice ........................................................................................... 114

Drama in Practice ........................................................................................... 116

Media Arts in Practice ..................................................................................... 118

Music in Practice ............................................................................................ 120

Visual Arts in Practice ..................................................................................... 122

2022 Senior Subject Guide V1 QCAA

Queensland Curriculum & Assessment AuthorityDecember 2018

Page 1 of 125

Introduction The purpose of this guide is to support schools through the provision of a resource that guides students and parents/carers in Years 11 and 12 subject selection. It includes a comprehensive list of all Queensland Curriculum and Assessment Authority (QCAA) subjects that form the basis of a school’s curriculum offerings.

Schools design curriculum programs that provide a variety of opportunities for students while catering to individual schools’ contexts, resources, students’ pathways and community expectations.

The information contained in this booklet is a summary of the approved General, Applied, Senior External Examinations and Short Courses syllabuses. Schools that require further detail about any subject should access the syllabuses from the QCAA portal.



Page 2 of 125

Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

statement of results

Queensland Certificate of Education (QCE)

Queensland Certificate of Individual Achievement (QCIA)

For more information about the SEP see: https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/sep

Statement of results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed.

A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.

Queensland Certificate of Education (QCE)

All Senior Schooling students at Robina SHS, with the exception of those working towards a QCIA, are required to be eligible for and work towards gaining a Queensland Certificate of Education (QCE) at the end of their Senior Schooling. The attainment of a QCE certifies that a student has achieved a set standard of literacy and numeracy, and has met the minimum requirements of 20 points of study in an approved pattern, through the successful completion of approved General, Applied and/or VET courses. https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications

Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qcia



Page 3 of 125

Senior Schooling Pathways @ Robina SHS At Robina SHS Senior Schooling Students will either undertake an:

ATAR Pathway Or a Applied/VET Studies: NON-ATAR Pathway

Students Year 10, Semester 1 results will be utilised to determine pathway options available to them. Each student will receive a list of General, Applied or VET courses they are eligible to select after each reporting juncture, based on academic prerequisites.

ATAR Pathway

An ATAR pathway is for students who intend on studying at University, directly following the completion of Year 12. An ATAR pathway consists of a very high level of academic rigour. Students undertaking this pathway are required to be diligent and dedicated students, committed to completing independent study, revision and research on a nightly basis for a minimum of 2 hours. As a minimum, students on an ATAR pathway must be willing to prepare for and sit 5 external examinations at the end of year 12, some of which may be worth up to 50% of their subject result.

ATAR Pathway Criteria:

In order to be eligible to undertake an ATAR Pathway, students’ must comply with the following rules:

Students must select a total of 6 subjects Of their 6 subjects, at least 5 must be General Subjects Students must select General English as one of their General subjects Students must select a Maths subject (General or Applied)

Applied and/or VET: NON ATAR Pathway

This pathway has a focus on building students’ skills and qualifications for entry into the workforce or further vocational education and training after the completion of Year 12.This pathway can lead students into an apprenticeship or traineeship, fulltime employment or further study at Registered Training Organisation such as TAFE Queensland, which in the future, may lead to University study.



Page 4 of 125

Applied and/or VET: NON ATAR Pathway Criteria:

When selecting subjects for an Applied and/or VET: NON-ATAR Pathway, students’ must comply with the following rules:

Students must select a total of 6 subjects Students study Essential English Students select a Maths subject, based on their Semester 1, Year 10 mathematics results Students select remaining subjects from those listed on their subject selection form

(Students can only complete one VETiS funded course)

Students are also encouraged to consider the following when selecting subjects:

Students on an Applied and/or VET: NON-ATAR Pathway, are advised to only select Applied subjects or VET courses

Students are advised to complete a VET course or undertake a school based traineeship/apprenticeship

Pathways and QCE Point Examples For Applied and General subjects, students are awarded 1 QCE point after the successful completion of each unit (C result or better). For units 3&4, completed in Year 12, students must successfully complete (C result or better) units 3&4 to be awarded QCE points. For VET courses, QCE points are awarded based on the Certificate level.

For Certificate II courses, students can achieve a maximum of 4 QCE points For Certificate III level courses or above, students can achieve 5-8 QCE points depending

on the qualification



Page 5 of 125

ATAR Pathway Example (Successful QCE Attainment)

Subject Units studied QCE

credits Unit 1 Unit 2 Units 3 & 4

English S S A 4

Mathematical Methods S S B 4

Biology S S A 4

Geography S S B 4

Modern History S S A 4

Visual Art S S C 4

24

ATAR Pathway Example (Unsuccessful QCE Attainment)

Subject

Units studied QCE

credits Unit 1 Unit 2 Units 3 & 4

English S S A 4

Mathematical Methods S U D 1

Biology S U B 3

Geography S U B 3

Modern History S S A 4

Visual Art S S C 4

19

1 QCE credit per Unit Satisfactorily completed

2 QCE points awarded for satisfactory completion of Units 3 & 4 combined

0 QCE credit points awarded for unsatisfactory completion of a Unit of work.

0 QCE credit points awarded for unsatisfactory completion of Unit 3& 4 combined.



Page 6 of 125

Applied/VET: NON-ATAR Pathway (Successful QCE Attainment)

Subject

Units studied QCE credits

Unit 1 Unit 2 Units 3 & 4

Essential English S S A 4

Essential Mathematics S S A 4

Industrial Technology Skills S S B 4

Industrial Graphic Skills S S B 4

Sport & Recreation S S A 4

Cert II in Engineering Pathways

100% Complete 4

24

Applied/VET: NON-ATAR Pathway (Unsuccessful QCE Attainment)

Subject

Units studied QCE credits

Unit 1 Unit 2 Units 3 & 4

Essential English U U C 2

Essential Mathematics U S C 3

Visual Art in Practice S U B 3

Drama in Practice S S B 4

Sport & Recreation U S B 3

Certificate III in Screen and Media

Partially Completed (6 eligible) 4 awarded

19

1 QCE credit points awarded for satisfactory completion of a Unit of work.

2 QCE credit points awarded for satisfactory completion of Unit 3& 4 combined.

Portion of QCE credit points awarded for partial of Certificate.

0 QCE credit points awarded for unsatisfactory completion of a Unit of work.



Page 7 of 125

Senior subjects The QCAA develops four types of senior subject syllabuses — General, Applied, Senior External Examinations and Short Courses. Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.

Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.

Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.

General syllabuses

General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.

Applied syllabuses

Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

Senior External Examination

The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA.

Short Courses

Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3.

For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-framework.

Underpinning factors All senior syllabuses are underpinned by:

literacy — the set of knowledge and skills about language and texts essential for understanding and conveying content

numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully



Page 8 of 125

General syllabuses and Short Courses

In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:

21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. These include critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills.

Applied syllabuses

In addition to literacy and numeracy, Applied syllabuses are underpinned by:

applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts

community connections — the awareness and understanding of life beyond school through authentic, real-world interactions by connecting classroom experience with the world outside the classroom

core skills for work — the set of knowledge, understanding and non-technical skills that underpin successful participation in work

Vocational education and training (VET) Students can access VET programs through the school if it: is a registered training organisation (RTO) has a third-party arrangement with an external provider who is an RTO offers opportunities for students to undertake school-based apprenticeships or traineeships

Australian Tertiary Admission Rank (ATAR) eligibility The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

best five General subject results or

best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET qualification

The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.

English requirement

Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.

Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language.

While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.

Although any of the 5 subjects in English may be used in the ATAR calculation, university prerequisites require a General English subject which includes General English, English as an Additional Language, Literature and English and Literature Extension.



Page 9 of 125

2022 Senior Schooling: General Subject Prerequisites

Subject Subject Prerequisites Other

Prerequisites Additional

Information

Accounting B in English or English Extension C in Maths (MGE) or Maths Methods (MME)

General English

Ancient History B in English or English Extension B in History

General English

Biology B in English or English Extension C in Biology and/or HoD Approval

General English

Business B in English or English Extension General English

Chemistry B in English or English Extension C in Chemistry and/or HoD Approval

Mathematical Methods

General English

Drama B in English or English Extension

General English Previous

training/study would be an advantage

Design B in English or English Extension General English is

advisable.

Economics B in English or English Extension General English

General English B in English or English Extension

English and Literature Extension (Year 12 Only)

B+/A in Yr 11 or Yr 12 General English or English Extension

Year 12 General English

HoD Approval

English as an Additional Language

HoD Approval

Film, Television and New Media

B in English or English Extension General English

B in Film Television & Media and/or completion of

Cert II in Creative Industries is advisable.

Geography B in English or English Extension General English

is advisable.

Digital Solutions

B in Maths (MGE) or Mathematical Methods (MME) and / or B in Digital Technologies

General English is advisable.

Food and Nutrition B in English or English Extension General English B in Hospitality or Food Studies is

advisable.

Japanese C in Japanese

Legal Studies B in English or English Extension General English



Page 10 of 125

Subject Subject Prerequisites Other

Prerequisites Additional

Information

General Mathematics C in Maths (MGE) or Maths Methods (MME)

General English

May be combined with Mathematical Methods

or Essential

Mathematics.


B in Maths Methods (MME) or Maths Specialist (MSE)

General English

May be combined with General Mathematics

or Specialist Mathematics.

Specialist Mathematics

B in Maths Methods (MME) or Maths Specialist (MSE)


General English

HoD Approval

May be combined with General Mathematics

in addition to Mathematical

Methods.

Music B in English or English Extension HoD Approval

A high level of musicianship in one or more instruments (can include voice) or the ability to read music

effectively.

Music Extension (Year 12 Only)

Year 11 Music General English

Year 12 Music

A high level of musicianship in one

instrument or very high ability in composition. Referral from music teacher essential.

Physical Education B in English or English Extension B in Physical Education (PHE)

General English

Physics

B in English or English Extension C in Physics and/or HoD Approval B in Maths Methods (MME) or Maths Specialist (MSE)


General English

Specialist Mathematics is also advisable.

Psychology C in Psychology B in English or English Extension and/or HoD Approval

General English

Visual Art B in English or English Extension

B in Art or Completion of Cert II in Creative

Industries in Advisable.

Diploma of Business Students must meet language, literacy and numeracy standard through LLN testing



Page 11 of 125

CPC10111 – CERTIFICATE I IN CONSTRUCTION VCN

Faculty: Applied Technologies Type: VET Certificate ‐ VETiS

QCE Credits: Maximum 3 credits

Pre‐Requisites: NIL

Context: Construction

Future Options: Builder, carpenter, bricklayer, plasterer, plumber etc. All building trade related areas.

RTO: Blue Dog Training Provider Number: 31193

Competencies: CPCCOHS2001: Apply OHS requirements, policies and procedures in the construction industry

CPCCWHS1001: Prepare to work safely in the construction industry

CPCCCM1012: Work effectively and sustainably in the construction industry

CPCCCM1014: Conduct workplace communication

CPCCCM2004: Handle construction materials

CPCCCM1013: Plan and organise work]

CPCCCM1011: Undertake basic estimation and costing

CPCCCM2005: Use construction tools and equipment

CPCCCM1015: Carry out measurements and calculations

CPCCCM2001: Read and interpret plans and specifications

CPCCVE1011: Undertake a basic construction project

Blue Dog will issue the certificate upon completion

Assessment: • Competency based with an opportunity to redo tasks • Short and specific online tests

Expectations: • Motivated students who enjoy practical work • Students looking to gain a traineeship or school based apprenticeship • Practical and skilled students who enjoy working with hand and power tools • Students looking to get a trade or have an interest in gaining practical hand skills

Invoiced Fees: **There are no fees for this subject unless VETIS funding has previously been used. In this case the course fees are $1200

Additional Costs:

** This course is covered by the VETis funding arrangement and is provided free for students who have not previously accessed the funding.** There are costs associated with the supply of Protective clothing for this course.

Disclaimer: All information is correct at time of publication. Information subject to change.



Page 12 of 125

MEM20413 – CERTIFICATE II IN ENGINEERING (PATHWAYS)

VEP



Context: Metals

Future Options: A trade in a metal fabrication, boiler making, fitter and turner or related industry.

Engineering pathways is a metal based course that is managed and moderated by an external Registered Training Organisation, Blue Dog Training. The course provides the industrial and personal benefits of aligning the appropriate levels of learning and experience that are reasonably attainable in a school setting at Certificate II level, focusing on a broad range of metal fabrication and manufacturing techniques. This qualification has been designed to equip students with the skills and knowledge for employment prospects in an engineering related working environment. RTO: Blue Dog Training Provider Number: 31193

Competencies:

MEM13014A Apply principles of occupational health and safety in the work environment MEMPE005A Develop a career plan for the engineering and manufacturing industry MEMPE006A Undertake a basic engineering project MSAENV272B Participate in environmentally sustainable work practices MEM16006A Organise and communicate information MEM16008A Interact with computing technology MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEMPE001A Use engineering workshop machines MEMPE002A Use electric welding machines MEMPE004A Use fabrication equipment MEMPE007A Pull apart and re‐assemble engineering mechanisms

Blue Dog will issue the certificate upon completion

Assessment: • Competency based with an opportunity to redo tasks • Short and specific online tests

Expectations: • Motivated students who enjoy practical work • Students looking to gain a traineeship or school based apprenticeship • Practical and skilled students who enjoy working with hand and power tools • Students looking to get a trade or have an interest in gaining practical hand skills

Invoiced Fees: **There are no fees for this subject unless VETIS funding has previously been used. In this case the course fees are $1200

Additional Costs:

This course is covered by the VETiS funding arrangement and is provided free for students who have not previously accessed the funding.** Safety gear‐ full‐length shirt/pants (cotton), safety boots (steel capped).




Page 13 of 125

HLT23215 / HLT33115 – CERTIFICATE II IN HEALTH SUPPORT SERVICES / CERTIFICATE III IN HEALTH SERVICES ASSISTANCE

(VHL)

Faculty: Science Type: VET Certificate ‐ VETiS

ATAR Cert. III may be used to calculate an ATAR

QCE Credits: Certificate II – 4 max Certificate III – 8 max

When a student completes or partially completes multiple qualifications from within the same VET training package, the highest level qualification in the Core category of learning will contribute credit to a QCE. In this case 8 core credits.

Subject Pre‐Requisites: C in Year 10 English and Year 10 Science and highly recommend studying

Year 10 Health Science

Context: This course is delivered online at our campus with the assistance of our teachers but the Registered Training Organisation is TAFE Queensland Gold Coast. Students will adhere to all TAFE Gold Coast requirements which will include attendance at their facilities on some Fridays. Times TBA

Future Options:

Allied Health Assistant

Therapy Assistant

Podiatry Assistant

Nursing

Occupational Therapy Assistant

Speech Pathology Assistant

Further study

Midwifery

Enrolments will not be accepted by TAFE after the first two weeks of school. Students will complete the following courses across 2 years:

HLT21212 Certificate II in Health Support Services has been identified as a need within the health industry and it allows students to be employed multi‐skilled, thus increasing employment opportunities. This program will provide job opportunities including but not limited to; Orderly, Support Services Worker and Ward Assistant.

HLT32512 Certificate III in Health Services Assistance covers workers in a range of roles providing assistance to health professional staff with the care of clients. Health Services Assistance involves the worker in direct client contact under supervision.

HLT21212 / HLT32512 Schools Health Program ‐ Certificate II in Health Support Services / Certificate III in Health Services Assistance (Dual Qualification)

RTO: TAFE QLD Gold Coast Provider Number: 0083

Units of Competency:

CHCCOM005 Communicate and work in health or community services

HLTINF001 Comply with infection prevention and control policies and procedures

BSBFLM312 Contribute to team effectiveness

BSBMED301 Interpret and apply medical terminology appropriately

CHCCCS010 Maintain a high standard of service

BSBWOR301 Organise personal work priorities and development

HLTWHS001 Participate in Workplace Health and Safety

HLTAAP001 Recognise healthy body systems

HLTAID003 Provide first aid

CHCCCS020 Respond effectively to behaviours of concern

CHCCCS015 Provide Individualised Support

CHCCCS026 Transport individuals

CHCCCS012 Prepare and maintain beds

BSBWOR203 Work effectively with others

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural Safety

VPC80 Vocational Placement

CHCAGE001 Facilitate the empowerment of older people

CHCMHS001 Work with people with mental health issues



Page 14 of 125

(Con’t) Certificate III in Health Services Assistance/Certificate II in Health Support Services

Assessment: • Online tasks and assessment • Oral Presentations • Practical Assessment

Expectations: This course has blended delivery (online study with scheduled practical skills days each semester) held over 2 years. Compulsory scheduled face‐to‐face workshops, practical sessions and field trips to be attended at TAFE Gold Coast Southport throughout the program. All face‐to‐face sessions will be timetabled on Fridays. Vocational Placement (HLT32512 Certificate III in Health Services Assistance ONLY) The vocational placement requirement for this program is 80 hours completed in the second year of course delivery. This will occur during the school holidays. IMPORTANT: Students are required to organise their own transport to and from the facilities, be available to attend nominated shifts and may be required to undertake placement in the Gold Coast area. The TAFE sources and coordinates vocational placement on the students’ behalf. The TAFE’s Vocational Placement Team will work in collaboration with students and facilities to coordinate vocational placement.

Mandatory Vocational Placement Documentation Please note: The Health Industry dictates that TAFE Queensland Gold Coast must ensure that all students going on placement in health care facilities hold the following documentation. Students will NOT be released for placement without these documents. Students must provide to TAFE Queensland Gold Coast a certified copy* of each of these documents as soon as possible. *Certified copy ‐ photocopy certified by a Justice of the Peace or Commissioner of Declarations. 1. Current Australian First Aid Certificate (HLTAID003 Provide First Aid) with current competency in

CPR (CPR must be updated annually). HLTAID003 Provide First Aid is delivered as part of this course.

2. Full vaccination history for all of the following vaccination regimes, including serology evidence of immunity where indicated. Hepatitis B ‐ you must commence or have undertaken an age appropriate course of vaccination. Students must not undertake an accelerated course of vaccination. To prove immunity you will need to have a blood test (serology) after the completion of the full vaccination course. Varicella (Chicken Pox) ‐ provide serology or evidence of completed vaccinations. MMR (Measles Mumps and Rubella) ‐ provide serology or evidence of completed vaccinations. dTpa (Adult Diphtheria, Tetanus and Pertussis) ‐ provide evidence that you have received a booster within the last 10 years. Influenza vaccination ‐ provide evidence that you have received a shot in the year of vocational placement. Completion of the TAFE Queensland Gold Coast Tuberculosis Screening form.

3. Blue Card (Working with Children Check Queensland) ‐ phone 1800 113 611 or http://www.bluecard.qld.gov.au. This will need to be linked to TAFE Queensland.

4. Australian Federal Police Check ‐ please contact the Australian Federal Police on (02) 6202 3333 or http://www.afp.gov.au. Approximate cost $45.00 (N.B. The certificate MUST be issued by the Australian Federal Police. All other types of police checks will not be accepted).

5. A TAFE Queensland Health Services polo shirt. Approximate cost $35.00 IMPORTANT: Any costs associated with these documents are in addition to course costs and will be borne by the student.

Additional Costs:

TAFE Queensland Gold Coast is the Registered Training Organisation for this course and charge a subsidised fee of TBA. This fee is payable to TAFE Gold Coast upon enrolment.




Page 15 of 125

SIT20316 - CERTIFICATE II IN HOSPITALITY (VHB)



Future Options: Further certificate courses in Hospitality (Cert III in Commercial Cookery/Chef), Diploma in Hospitality Management. Vocation in a range of Hospitality industries such as restaurants, bistros, coffee shops, pubs, clubs and bars.

The Certificate II in Hospitality course will be delivered at school and off campus through an external Registered Training Organisation (Ignite Education RTO 5897) who will deliver and issue the certificate upon completion.

While theoretical components are completed here at school using an online training package with their class teacher and a Ignite trainer, the students will attend some external training opportunities in the second year of the course (details to be advised). Some school lessons will also contain practical cooking sessions to consolidate learning and provide opportunities to further develop skills before going out into industry. This subject has been designed to develop an understanding of the hospitality industry, skills in the area of food and beverage production and service, and encourages personal skills and attitudes important in this major employment area here on the Gold Coast.

RTO: Ignite Education Provider Number: 5897 Proposed competencies: BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

SITHIND003 Use hospitality skills effectively

SITXCCS003 Interact with customers

SITXCOM002 Show social and cultural sensitivity

SITXWHS001 Participate in safe work practices

SITXFSA001 Use hygienic practices for food safety

SITHFAB002 Provide responsible service of alcohol

SITHFAB005 Prepare and serve espresso coffee

SITHFAB007 Serve food and beverage

SITHCCC003 Prepare and present simple sandwiches

SITXFIN001 Process financial transactions

Assessment: • Tests (theoretical and practical) • Practical tasks • Applied tasks (hospitality events) • Assessor observations

Expectations: • Workplace Health and Safety Practices are followed in the kitchens‐ including wearing of appropriate footwear

• Students will be required to work at school‐based functions out of normal school hours (generally one per semester)

• Students will need to make some Fridays available for training at Ignite training rooms in Currumbin. These dates will be organised by the RTO. Transport is organised by Ignite and students are picked up from school and dropped back in the afternoon

Additional Costs:

Students may need to supply some ingredients for practical lessons back at school. There is no invoiced cost for the Certificate II Hospitality course and transport is also provided free as course fees are currently covered by VETis funding arrangement. This course covers all training, resources, industry standard equipment, access to online units and external training blocks. Provide black long pants and white collared shirt for service shifts.




Page 16 of 125

PUA21012 – CERTIFICATE II IN PUBLIC SAFETY (AQUATIC RESCUE)

(VPA)

Faculty: Science Type: VET Certificate


Other Pre‐Requisites:

Candidates must meet ALL of the following conditions: • Be at least 15 years of age on the date of final assessment • Complete an unaided swim (goggles/masks permitted) of 400 metre swim in nine (9)

minutes or less, in a swimming pool of not less than 25 metres, or over a measured open water course which will be observed prior to the candidate undertaking any water training or assessment activities, evidence of which must be provided to the Assessor on the appropriate form prior to commencement of the assessment for this qualification

Context:

Students offered the opportunity to complete this certificate while completing Aquatic Practices. The aim of this course is to provide participants with the skills and knowledge of basic patrolling and surf awareness in order to be able to participate in lifesaving operations. This is the core award to be a surf lifesaver in Australia.

Future Options:

After achieving the PUA21012 Certificate II in Public Safety (Aquatic Rescue), candidates may undertake a range of qualifications relevant to their role, such as: • PUA31312 Certificate III in Public Safety (Aquatic Search and Rescue)

• PUA31412 Certificate III in Public Safety (Community Safety)

This course is delivered in conjunction with a Registered Training Organisation who will issue the certificate upon completion.

RTO: Burleigh Emergency & Safety Training / QLD Surf Lifesaving Provider Number: 2804

Competencies: PUA21012 Certificate II in Public Safety (Aquatic Rescue): PUACOM001C Communicate in the workplace HLTFA211A Provide basic emergency life support PUASAR013A Participate in an aquatic rescue operation PUATEA001B Work in a team PUATEA004D Work effectively in a public safety organisation PUAOHS001C Follow defined occupational health & safety policies & procedures PUAOPE013A Operate communications systems and equipment PUASAR012C Apply surf awareness and self‐rescue skills

Candidates may also be issued the following units: HLTCPR211B Perform CPR OR HLTAID001 Perform CPR

Assessment: Competency based assessment tasks including practical components

Expectations: Must attend and participate in all aspects of the course

Additional Costs:

This certificate course is delivered as part of Aquatic Practices – Course delivery by RTO




Page 17 of 125

FSK20119 – CERTIFICATE II IN SKILLS FOR WORK AND VOCATIONAL PATHWAYS ICT20115 – CERTIFICATE II IN INFORMATION, DIGITAL MEDIA AND TECHNOLOGY

VSW

Faculty: Senior Schooling Type: VET

QCE Credits: Maximum 4 credits per certificate

Future Options: • Further Certificate courses at TAFE in IT and Multimedia. • Employment in IT, Administration, Legal, Banking, Tourism, Hospitality, Insurance, Health Care and Travel Industries.

This dual certificate offering should appeal to all students as it provides basic work and information technology skills suitable for any work environment. Each Certificate is delivered over one year.

RTO: Robina State High School Provider Number: 30341 FSK20113 Certificate II in Skills for Work and Vocational Pathways Competencies FSKOCM07 Interact effectively with others at work FSKOCM05 Use oral communication skills for effective workplace presentations BSBWHS201 Contribute to health and safety of others FSKDIG03 Use digital technology for routine workplace tasks FSKLRG09 Use strategies to respond to routine workplace problems FSKLRG11 Use routine strategies for work related learning FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM15 Estimate, measure and calculate with routine metric measurements for work FSKRDG10 Read and respond to routine workplace information FSKWTG09 Write routine workplace texts FSKLRG08 Use simple strategies for work related learning ICAICT102 Operate word processing applications ICAICT104 Use digital devices ICAICT106 Operate presentation packages ICT20115 Certificate II in Information, Digital Media and Technology Competencies ICTICT201 Use computer operating systems and hardware ICTICT202 Work and communicate effectively in an ICT environment ICTICT203 Operate application software packages ICTICT204 Operate a digital media technology package ICTICT205 Design basic organisational documents using computing packages ICTICT207 Integrate commercial computing packages ICTICT208 Operate accounting applications ICTICT210 Operate database applications BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices ICTWEB201 Use social media tools for collaboration and engagement BSBCMM201 Communicate in the workplace BSBITU212 Create and use spreadsheets ICTSAS203 Connect hardware peripherals

Assessment: Competency based assessment

Expectations: Willingness and capacity to work independently

Additional costs: Possible excursion and work placement costs

Disclaimer: All information is correct at time of publication. Information subject to change due to pending

application for FSK20119 and ICT20120.



Page 18 of 125

CHC30113 – CERTIFICATE III IN EARLY CHILDHOOD EDUCATION & CARE

(VEC)

Faculty: Applied Technologies Type: VET Certificate

QCE Credits: Maximum 8 credits ATAR May be used to calculate an ATAR

Future Options:

Career in childcare as an educator or further study in Early Childhood Education at TAFE or University.

Certificate III in Early Childhood Education & Care is delivered at school through a Registered Training Organisation who will issue the certificate upon completion. The course consists of two components; theory completed at school and practical application completed in the workplace during work placement. RTO: Propel Learning Provide Number: 42109 Competencies: Cluster 1 Bootcamp and Work Placement Induction Cluster 2 ‐ Workplace Effectiveness CHCPRT001 Identify and respond to children and young people at risk CHCLEG001 Work legally and ethically CHCECE009 Use an approved learning framework to guide practice Cluster 3 – Children’s Health and Safety CHCECE002 Ensure the health and safety of children CHCECE004 Promote and provide healthy food and drinks CHCECE016 Establish and maintain a safe and healthy environment for children HLTWHS001 ‐ Participate in workplace health and safety Cluster 4 – Play and Development CHCECE010 Support holistic development of children in early childhood CHCECE013 Use information about children to inform practice CHCECE011 Provide experiences to support children’s play and learning CHCECE007 Develop positive and respectful relationships with children CHCECE006 Support the behaviour of children and young people Cluster 5 – Physical and Emotional Wellbeing CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers Cluster 6 – Culture and Community CHCECE001 Develop cultural competence CHCDIV001 Work with diverse people CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety First Aid: Core unit HLTAID004 Provide an emergency first aid response in an education and care setting. Will be conducted by an outside provider or if completed elsewhere the students must supply evidence of satisfactory completion of this unit must be collated in line with the HLTAID004 resources

Part of this qualification includes a minimum of 120 and up to 250 hours of work placement which must be undertaken at a registered education and care centre over the 7 terms of the course. For successful completion students must complete work placement.

Assessment: • Completion of module booklets and assessable activities • Activities could include: practical demonstrations, resource folios & written tasks • Demonstration of competencies during work placement

Expectations: • Students will need to participate in at least 120 hours and up to 250 hours of work experience in a centre on Fridays

• Students to obtain a blue card (processed through the school)

Invoiced Fees: Total cost over 2 years $560 – Year 11 $320 Year 12 $240 INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE

11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT. NON‐REFUNDABLE AFTER COURSE COMMENCEMENT.

STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.

Additional Costs: • USB stick




Page 19 of 125

SIS30315 – CERTIFICATE III IN FITNESS (VFD) Faculty: HPE Type: VET Certificate

QCE Credits: Maximum 8 credits ATAR May be used to calculate an ATAR

Subject Pre‐Requisites:

C in English and Science B in Physical Education (or recommendation by HPE Teacher)


• Language, Literacy and Numeracy skills to be able to understand content • A high capacity and interest in physical activity is essential

Future Options:

Entry Level Qualification required for employment in the fitness industry. Certificate IV in Fitness, Diploma of Fitness Alternative entry to some bachelor courses (provided other prerequisites are met)

Whilst Robina SHS HPE staff delivers the course, the Registered Training Organisation will issue the certificate upon completion. Some of the skills and knowledge that are developed in the course include being able to: • Equipment Maintenance • Anatomy and Physiology • Orientation, Health Screening and Fitness Assessment • Healthy Eating • Exercise Prescription • Specific Populations • Group Exercise

RTO: trading as the Fit Education Provider No: 32155 Competencies achieved include: CORE UNITS SISXFAC001 Maintain equipment for activities HLTWHS001 Participate in workplace health and safety SISFFIT004 Incorporate anatomy and physiology principles into fitness programming SISFFIT001 Provide health screening and fitness orientation SISFFIT006 Conduct fitness appraisals SISXIND001 Work effectively in sport, fitness and recreation environments SISXCCS001 Provide quality service SISFFIT005 Provide healthy eating information SISFFIT003 Instruct fitness programs SISXCAI009 Instruct strength and conditioning techniques SISFFIT002 Recognise and apply exercise considerations for specific populations SISFFIT014 Instruct exercise to older clients SISFFIT007 Instruct group exercise sessions SISFFIT011 Instruct approved community fitness programs BSBRSK401 Identify risk and apply risk management processes HLTAID003 Provide first aid HLTAID001 Provide CPR

Assessment: • Assignments (clusters / modules of work) > submitted via online Fit Education portal • Practical Assessment Logbook • Structured Work Placement (in students own time)

Expectations: Students must complete a total of 16 units of competency. Use of a personal laptop (BYOD) is required as the majority of the course is completed online.

Invoiced Fees: $450 per year; course delivery in conjunction with Registered Training Organisation (RTO), onsite (school) RTO termly visits, online digital work / assessment platform, group fitness training, First Aid & CPR qualifications.

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME

TO ENSURE PLACEMENT INTO THE SUBJECT. NON‐REFUNDABLE AFTER COURSE COMMENCEMENT.





Page 20 of 125

CUA31015 - CERTIFICATE III IN SCREEN & MEDIA

(VSM)

Faculty: The Arts Type: VET Certificate

QCE Credits: 6 Core ATAR May be used to calculate an ATAR

Recommended Study:

Year 10 Certificate II in Creative Industries or Digital Technologies or Film, Television & New Media. Only recommended it is not compulsory to have studied these subjects.

Future Options: On successful completion of this qualification your career prospects may include entry level positions in any of the following:

• Graphic Design Company • Photography Company requiring photo manipulation/correction skills • 2D animation (Digital animator) • Web design • Freelance graphic artist

Learn essential skills of DIGITAL MEDIA and GRAPHIC DESIGN in this exciting course! This course has been especially designed to meet the demands of the technical industry. It is also ideal for anyone wanting to upgrade their current computer skills to gain a recognized qualification.

Students completing this course will be required to participate in both simulated and real work experiences in the digital media/graphic design industry to complete their competencies.

Students will develop key digital‐communication skills in graphic design, communication, project management, and web technology. This course covers the skills required to create and manage digital media including digital imaging, graphic design, website construction & 2D animations, with the focus on using the industry software packages, Adobe Illustrator, Adobe Photoshop, Adobe Dreamweaver and Adobe Flash amongst others.

RTO: Robina State High School Provider Number: 30341

Competencies: BSBWHS201 Contribute to health and safety of self and others BSBCRT301 Develop and extend critical and creative thinking skills CUAIND301 Work effectively in the creative arts industry CUADIG303 Produce & prepare photo images CUADIG304 Create visual design components BSBDES201 Follow a design process BSBDES302 Explore and apply the creative design process to 2D forms CUAANM301 Create 2D digital animations CUADIG302 Author interactive sequences CUADIG201 Maintain interactive content ICTICT308 Use advanced features of computer applications



Page 21 of 125

(Con’t) Certificate III in Screen and Media

Assessment: • Develop photographic images and collages, app designs, web sites, flash animations, graphic artwork for print such as brochures, posters and pamphlets

• Create graphic art folios in response to client briefs • Create digital narratives, electronic portfolios, interactive animations • Written work in project management, research and communication

Expectations: • Ability to attend early and late classes and follow computer use agreement • Preparedness to work collaboratively in groups • Willingness to commit to all elements of the course, both written and practical

Invoiced Fees: $120 per year Mac Lab, hardware costs.

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT

RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT. NON‐REFUNDABLE AFTER COURSE COMMENCEMENT.


(Please note that to complete this course at TAFE would cost $1200. RSHS is the only school in the southern collegiate offering this Certificate.)

Additional Costs:

• 32 GB USB or portable hard drive • Display folio

Optional Costs: Still camera would be advantageous but not compulsory.




Page 22 of 125

NAT10283 – CERTIFICATE IV IN CRIME AND JUSTICE


QCE Credits: 8 maximum credits

Future Options: The Certificate IV in Crime and Justice is recommended for students looking to gain employment or further study opportunities in justice and law related fields such as the police service, justice related occupations, corrective services, courts, legal offices, customs service, security industry and private investigations.

Subject Pre‐Requisites:

Academic ‐ There are no formal entry requirements for this course. It is recommended that students have a pass in Year 10 English to demonstrate sufficient spoken and written comprehension to successfully complete all study and assessment requirements. Attitude – students need to demonstrate independent learning skills.

Context: Content is delivered in a classroom environment through Legal Studies/Certificate IV Crime and Justice classes or via an online plus face‐to face option. Course content provided by the trainer and assessor. This can be in the format of online reading and activities, whole day workshops and 3 x compulsory after school workshops with industry professionals.

Certificate IV in Crime and Justice is an accredited course. The Certificate IV in Crime and Justice is designed by justice professionals for people who would like to achieve employment in the criminal justice system and wish to develop a deeper understanding of the justice system. To attain this certificate, 10 units of competency (6 core and 4 elective) must be completed. Duration: 2 years.

RTO: Unity College Provider Number: 321123

CJSCOM401 Provide information and referral advice on justice‐related issues CJSDCP402 Prepare documentation for court proceedings CJSSJI403 Analyse social justice issues BSBINS401 Analyse and present research information PSPREG003 Apply Regulatory Powers BSBLEG421 Apply understanding of the Australian Legal System BSBLDR414 Lead team effectiveness PSPREG010 Prepare a brief of evidence BSBLEG523 Apply legal principles in tort law matters BSBPEF402 Develop personal work priorities

Assessment:

Evidence contributing towards competency will be collected throughout the program. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies. Evidence is gathered through the following; Written projects, Online quizzes, Observation of skills, Oral and written questions.

Expectations: Willingness and capacity to work independently

Course Costs:

$700 Up‐front fee, no payment plan available with RTO. Refund Policy: Refund for students exiting a certificate course is on prorate basis related to the unit/s of competency covered (less a $50.00 administration fee). Students must have evidence of the reason/s why exit from the course is being sought (e.g. a medical certificate or show extreme personal hardship). Applications for refund are made to the Unity College Principal and are at the discretion of the Principal.

Disclaimer: All information is correct at time of publication. Information subject to change



Page 23 of 125

CUA40113 – CERTIFICATE IV IN DANCE (VDA) Faculty: Arts Type: VET Certificate

QCE Credits: 8 Core ATAR May be used to calculate an ATAR

Pre‐Requisites:

A competent level of skill in one or more dance styles. Students must be enrolled in Dance in Practice to partake in this course. Students must audition to take part in this course (Global Dance Company usually auditions in Term 4 for the following year intake).

Future Options:

Dance Fitness Instructor Dancer (ensemble and solo) Dancer/Choreographer Dance Teacher (private dance studio) QUT – (Kelvin Grove) offers a Bachelor of Fine Arts (Dance), and Bachelor of Fine Arts (Dance Performance)

This course is delivered in conjunction with Global Dance Pro (www.globaldancepro.com) on behalf of the RTO who will issue the qualification. The course is designed to be completed within 12 months and includes both practical and theoretical components. Students in this course must be enrolled in Dance in Practice, which is a two‐year course (Year 11 & 12).

RTO: National Health and Fitness Academy Provider Number: 31894 Certificate IV in Dance (14 units)

Units of Competencies: CUAOHS401A Develop expertise in jazz dance technique CUADAN408 Develop expertise in ballet technique CUADTM403 Apply safe dance teaching methods CUAPRF407 Develop expertise in musical theatre CUADAN409 Develop expertise in contemporary dance technique CUADAN407 Develop expertise in dance performance technique CUAPRF404 Refine movement skills for performance CUADAN303 Develop dance partnering techniques CUACHR403 Develop choreography skills CUAPRF405 Rehearse technique for performance CUAPPR404 Develop self as artist CUAPRF304 Develop audition techniques CUACIR301 Perform basic on‐ground acrobatics techniques CUAWHS401 Apply movement and behavioural principles to physical conditioning

Assess: • Satisfactory completion of all competencies • 14 units

Expectations: • Attend all scheduled classes • Complete theory modules online • Personal dance practice, outside of class hours

Additional Costs:

Cert IV course fees (14 units): • $3295 (if paid in full) • $3600 (if on payment plan)

(Costs are paid directly to Global Dance Pro)




Page 24 of 125

CUA40915 – CERTIFICATE IV IN MUSIC INDUSTRY

(VMB)

Faculty: Arts Type: VET Certificate

QCE Credits: 8 Core ATAR May be used in calculating an ATAR

Pre‐Requisites: A competent level of musicianship in one or more instruments (can include voice) OR the ability to read music effectively.

Future Options:

Griffith University offers bachelor and certificate courses (Brisbane‐ Conservatorium of Music). TAFE also offers bachelor and certificate courses in Composing, Song Writing, Arranging, Recording and Mixing. QUT (Kelvin Grove) offers a Bachelor of Music with is largely popular music focused.

Learn the essential skills of song‐writing and performing and how to record a demo. This course is delivered in conjunction the Registered Training Organisation who will issue the qualification.

RTO: The QLD College of Music Pty Ltd Provider Number: 40821 Certificate IV in Music Industry (14 units)

Core competencies: BSBCRT401 Articulate, present and debate ideas BSBIPR401 Use and respect copyright BSBSMB301 Investigate micro‐business opportunities CUAWHS302 Apply work health and safety practices Elective competencies: CUAMCP402 Develop techniques for composing music CUAMPF304 Make a music demo CUAMPF405 Develop instrumental techniques CUAMPF302 Prepare for performances CUAMPF401 Rehearse music for group performances CUAMPF404 Perform music as part of a group CUAMPF406 Perform music as a soloist CUARES402 Conduct Research BSBSUS201 Participate in environmentally sustainable work practices BSBLDR403 Lead team effectiveness

This course is available to General and Applied students and may be chosen in conjunction with Music, or Music in Practice, or separately.

A completed Certificate IV course gives a student an automatic scaled score for their ATAR

Assessment: • Satisfactory completion of all competencies • 4 core units • 10 elective units for Cert IV

Expectations: Personal instrumental practice, outside of class hours

Additional Costs:

QCM admin fees: $100. Audition fee: $70 Students pay $60 per completed unit for their course. Total cost of Cert IV (14 units): $1010 N.B. Subject to change (depending on 2021 price)




Page 25 of 125

SB50207 – DIPLOMA OF BUSINESS (VDB)



Context: This course is delivered by an external Registered Training Organisation Aurora Training Institute at our campus. This is a timetabled class and runs for 18 months. Students have full and open access to their trainer and resources via the RTO’s platform.

Future Options:

• Opportunity to move into full‐time employment in any business • Provide job opportunities whilst undertaking a Gap Year • This provides a recognised rank entry for some universities and degrees (check with individual

institutions for further details and prerequisites) • Completed units may provide credit for future study

This is an excellent course for any student who wishes to pursue further tertiary study in business, is interested in seeking employment in a business environment or who wishes to use the diploma as an alternative route to university.

All learning material will be provided via Aurora’s cloud platform and continuous email support outside of class delivery will be available to students.

RTO: Aurora Training Institute Provider Number: 32237

Core units: BSBCRT511 Develop critical thinking in others BSBFIN501 Manage budgets and financial plans BSBOPS501 Manage business resources BSBSUS501 Develop workplace policies and procedures for sustainability BSBXCM501 Lead communication in the workplace Elective units: BSBHRM525 Manage recruitment and onboarding BSBLDR522 Manage people performance BSBMKG541 Identify and evaluate marketing opportunities BSBPEF501 Manage personal and professional development BSBPMG430 Undertake project work BSBTWK503 Manage meetings BSBWHS521 Ensure a safe workplace for a work area.

Assessment: Progressive completion of competencies including portfolios, teacher observations and teacher questioning.

Expectations: Students must meet LLN testing standard prior to commencing the course. Willingness and capacity to work independently and in a team, under timeline pressures. Attendance at all sessions or immediate liaison with school and trainer if absent.

Costs: $2450 Course costs are payable directly to Aurora Training Institute. Payment plans are available. Please contact RTO for further details.




Page 26 of 125

SAT – SCHOOL BASED APPRENTICESHIP OR TRAINEESHIP

(STP)


QCE Credits:

4 – 8 Core Certificate II = 4 credits Certificate III = 5‐8 credits Certificate IV = 8 credits Apprenticeship up to 6 credits


• Provide own transport to work place • Specific Industry requirements e.g. White Card (construction)

Context:

School‐based Apprenticeships and Traineeships can be started at any time in Years 10 & 11 and first term of Year 12. SATs are advertised through the school’s Newsletter, on our website under Careers and Senior Schooling Dashboard. Students apply for these via the Industry Liaison Officer (ILO), Mrs Allen. Students are selected by the employer using resume, interview and sometimes work trialling. The process is coordinated by the ILO. Students who have a family business or friends with a trade/industry business who will take a student on as a SAT need only bring their details to the ILO to arrange a sign up.

Advantages & Future Options:

• Qualified direct entry into an industry area • Permanent/part time traineeship or apprenticeship. Advancement to higher

qualification • Completed VET qualifications at AQF Cert III level or above can contribute to an ATAR

SATs, a combination of paid work, training and school study, are available in over 800 areas. Students undertaking a SAT work at least one day/shift a week and attend school for other scheduled classes. Each SAT arrangement is flexible and individually negotiated between the student, employer and school.

Training with a Registered Training Organisation selected by the employer takes place in the work place, school or at an outside venue. In some cases students are able to turn their part‐time job into a SAT. Others work in a family company whilst most apply through the school for one of the advertised SAT positions. STUDENTS MUST STILL SELECT 6 SCHOOL SUBJECTS for SUBJECT SELECTION from Year 10 into 11 even if they are already signed into a SAT. Adjustments will be made to a student’s timetable to acknowledge this extra study when they have completed the probationary period of the SAT. They may drop a subject at that time, or later, depending on QCE eligibility.

Assessment: Training assessment/competency items as per certificate requirements

Expectations: • Adhere to workplace health and safety requirements • Excellent attendance at workplace, training and school • Notification of any changed circumstance or difficulty with SAT • Completion of all school subject assessment

Additional Costs:

Some industries may require specific clothing or equipment and /or own transport. Funding of SATs changes from time to time but there is no cost to a SAT student for the delivery of their certified training course.




Page 27 of 125

TAFE SCHOOLS PROGRAM (STP)


QCE Credits:

Cert I Preparatory 2‐3 credits Cert II Core 4 credits Cert III – Cert IV Core 5‐8 credits Diploma Complementary 8 credits


• Keen interest in course, own transport to TAFE or RTO’s campus • Independent learner as some school‐based classes may be missed to attend.


• Use of completed VET certificate AQF Level III or above may be used in calculating an ATAR and QCE credits

• Use for entry to some further tertiary courses such as more advanced Certificate and Diploma courses

• Articulation into/credit towards some University studies • Direct qualified entry into some industries at entry level • Employability skills

The TAFE & other RTO’s Schools Program involves students enrolling in a VET certificate I, II, III, IV or Diploma courses as offered by TAFE Gold Coast, TAFE Brisbane and other private RTOs. Courses are completed one day per week at the relevant RTO’s campus. Depending on the qualification the course will run for 1 year, 18 months or 2 years.

Most Certificate III or higher courses take place over two years, therefore students need to apply for these in Year 10, usually by September. Enrolments are on an electronic application basis in Term 3/4 for commencement the following year. There is a mid‐year Year 11 intake in some courses as well. Students apply in the year before course commencement so these are open only to Year 10 & 11 students.

See the 2022 TAFE Schools Program booklet and other brochures at Student Pathways in the Support House, the Careers and Senior Schooling Dashboard on Robina SHS’s website or GCIT website for available courses.

YEAR 10 STUDENTS MUST STILL SELECT 6 SCHOOL SUBJECTS at the time of Subject Selection, even if they are applying for an external course. Not all applications are successful.

PLEASE NOTE: Most certificate I & II course are funded under VETiS. As students can only access this funding ONCE, enrolling in a Cert I or II with TAFE or another provider will preclude them from taking a range of certificates as school subjects. Please check the coding at the top of certificate pages.

Students may study a reduced school timetable while maintaining QCE eligibility if undertaking a Certificate II or higher.

Adjustments will be made to a student’s timetable to acknowledge a TAFE/external RTO course when they have completed four weeks of the certificate course. They may drop a subject at that time or later, depending on QCE eligibility.

Assessment: • Written/spoken assessment/tests • Module work booklets and/or • Demonstrated industry competencies

Expectations: Excellent attendance at certificate course whilst managing to keep up to date with school‐based subjects. Absences for external courses are noted on a student’s school record as acknowledged absences. Absences from TAFE are unauthorised.

Costs: • Some are fee free whilst others have a cost depending on the course. This is payable to TAFE or other RTO on enrolment. Transport to campus is not provided by Robina SHS.

• Specialised equipment outlined prior to enrolment




Page 28 of 125

UNIVERSITY SEMESTER COURSES (Year 12 only) (STP) Faculty: Senior Schooling

QCE Credits: Up to 2 points per course


Strong academic progress in General subjects (Generally B standard in ATAR subjects minimum requirement)


• QCE credits • Reduced HECs costs (public university courses are free) • Taste of university life • Begin tertiary studies early • Possible credit towards courses at other public universities • Scholarship advantage

Students enrol in and attend lectures/tutorials for a semester course offered through the “Student for a Semester” Bond University Program, the Griffith University “GUESTS At‐School” program, START QUT, Enhanced Studies UQ, and/or Southern Cross University’s Head Start and Access program. Applications are processed depending on the universities’ timelines and the types of programs offered. Dates will be communicated via Senior Schooling Updates. Please refer to the relevant university’s websites for more specific course information regarding course delivery (online and/or on‐campus) and withdrawal deadlines. STUDENTS MUST STILL SELECT 6 SCHOOL SUBJECTS as university courses are offered late in Year 11 for Year 12 intake. Adjustments will be made to a student’s timetable to acknowledge extra study when they have completed 3 weeks of the course. They may drop a subject at that time or later depending on QCE eligibility. Whilst there are advantages for students accessing university semester courses, universities no longer offer Direct Entry or Guaranteed Entry to Bachelor degrees.

Assessment: Dependent on semester course undertaken: • Extended written assignments • Exams • Group tasks • Presentations

Expectations: • Independent study skills • Maintain academic progress in school‐based subjects

Costs: • Bond Student for a Semester from $250.00 • Griffith and other public universities’ courses are free • Transport to campus • Text books • Stationery supplies




Page 29 of 125

General syllabuses

Structure The syllabus structure consists of a course overview and assessment.

General syllabuses course overview

General syllabuses are developmental four-unit courses of study.

Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.

Students should complete Units 1 and 2 before starting Units 3 and 4.

Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Extension syllabuses course overview

Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.

Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.

The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Assessment

Units 1 and 2 assessments

Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.

Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.

Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

Units 3 and 4 assessments

Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.

Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.



Page 30 of 125

The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides

Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.

The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

Schools cannot change or modify an ISMG for use with summative internal assessment.

As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.

External assessment

External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:

common to all schools

administered under the same conditions at the same time and on the same day

developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.



Page 31 of 125

Applied syllabuses

Structure The syllabus structure consists of a course overview and assessment.

Applied syllabuses course overview

Applied syllabuses are developmental four-unit courses of study.

Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.

Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.

A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.

Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes

For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal assessment

Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.

The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

developed by the QCAA

common to all schools

delivered to schools by the QCAA

administered flexibly in Unit 3



Page 32 of 125

administered under supervised conditions

marked by the school according to a common marking scheme developed by the QCAA.

The CIA is not privileged over the other summative internal assessment.

Summative internal assessment — instrument-specific standards

The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.

The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

Senior External Examinations

Senior External Examinations course overview

A Senior External Examination syllabus sets out the aims, objectives, learning experiences and assessment requirements for each of these subjects.

Results are based solely on students’ demonstrated achievement in examinations. Work undertaken before an examination is not assessed.

The Senior External Examination is for:

low candidature subjects not otherwise offered as a General subject in Queensland

students in their final year of senior schooling who are unable to access particular subjects at their school

adult students (people of any age not enrolled at a Queensland secondary school)

- to meet tertiary entrance or employment requirements

- for personal interest.

Senior External Examination results may contribute credit to the award of a QCE and contribute to ATAR calculations.

For more information about the Senior External Examination, see: www.qcaa.qld.edu.au/senior/see.

Assessment The Senior External Examination consists of individual subject examinations that are held once each year in Term 4. Important dates and the examination timetable are published in the Senior Education Profile (SEP) calendar, available at: https://www.qcaa.qld.edu.au/senior/sep-calendar.

Results are based solely on students’ demonstrated achievement in the examinations. Work undertaken before an examination is not assessed. Results are reported as a mark and grade of A–E. For more information about results, see the QCE and QCIA policy and procedures handbook, Section 10.



Page 33 of 125

Short Courses

Course overview

Short Courses are one-unit courses of study. A Short Course includes topics and subtopics. Results contribute to the award of a QCE. Results do not contribute to ATAR calculations.

Short Courses are available in:

Literacy

Numeracy

Aboriginal and Torres Strait Islander Languages

Career Education.

Assessment A Short Course uses two summative school-developed assessments to determine a student’s exit result. Short Courses do not use external assessment.

The Short Course syllabus provides instrument-specific standards for the two summative internal assessments.



Page 34 of 125

QCAA senior syllabuses

Mathematics

General

General Mathematics



Applied

Essential Mathematics

English

General

English

English as an Additional Language

English & Literature Extension (Year 12 only)

Applied

Essential English

Humanities

General

Accounting

Ancient History

Business

Economics

Geography

Legal Studies

Applied

Business Studies

Social & Community Studies

Tourism

Technologies

General

Design

Digital Solutions

Food & Nutrition

Applied

Furnishing Skills

Hospitality Practices

Industrial Graphics Skills

Industrial Technology Skills

Health and Physical Education

General

Physical Education

Applied

Sport & Recreation

Sport & Recreation – Baseball

Sport & Recreation – Golf

Sport & Recreation – Futsal/ Football

Sport & Recreation – Netball

Sport & Recreation - Triathlon

Science

General

Biology

Chemistry

Marine Science

Physics

Psychology

Applied

Aquatic Practices

Languages

General

Japanese

The Arts

General

Drama

Music

Music Extension (Composition) – Year 12 only

Music Extension (Performance) – Year 12 only

Visual Art

Applied

Dance in Practice

Drama in Practice

Media Arts in Practice

Music in Practice

Visual Arts in Practice



Page 35 of 125

General Mathematics

General senior subject General

General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum.

General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus.

Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics.

Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.

Pathways

A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

Objectives

By the conclusion of the course of study, students will:

select, recall and use facts, rules, definitions and procedures drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

communicate using mathematical, statistical and everyday language and conventions

evaluate the reasonableness of solutions

justify procedures and decisions by explaining mathematical reasoning

solve problems by applying mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices.



Page 36 of 125

Structure

Unit 1 Unit 2 Unit 3 Unit 4

Money, measurement and relations

Consumer arithmetic

Shape and measurement

Linear equations and their graphs

Applied trigonometry, algebra, matrices and univariate data

Applications of trigonometry

Algebra and matrices

Univariate data analysis

Bivariate data, sequences and change, and Earth geometry

Bivariate data analysis

Time series analysis

Growth and decay in sequences

Earth geometry and time zones

Investing and networking

Loans, investments and annuities

Graphs and networks

Networks and decision mathematics

Assessment

Schools devise assessments in Units 1 and 2 to suit their local context.

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Problem-solving and modelling task

20% Summative internal assessment 3 (IA3):

Examination

15%


Examination

15%

Summative external assessment (EA): 50%

Examination



Page 37 of 125



Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics.

Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems.

Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.

Pathways

A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics

comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics




solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics.



Page 38 of 125

Structure


Algebra, statistics and functions

Arithmetic and geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences

Calculus and further functions

Exponential functions 2

The logarithmic function 1

Trigonometric functions 1

Introduction to differential calculus

Further differentiation and applications 1

Discrete random variables 1

Further calculus

The logarithmic function 2


Integrals

Further functions and statistics


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

Assessment




Unit 3 Unit 4




Examination

15%


Examination

15%


Examination



Page 39 of 125



Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.

Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours.

Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.

Pathways

A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus

comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus



justify procedures and decisions, and prove propositions by explaining mathematical reasoning

solve problems by applying mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.



Page 40 of 125

Structure

Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.


Combinatorics, vectors and proof

Combinatorics

Vectors in the plane

Introduction to proof

Complex numbers, trigonometry, functions and matrices

Complex numbers 1

Trigonometry and functions

Matrices

Mathematical induction, and further vectors, matrices and complex numbers

Proof by mathematical induction

Vectors and matrices

Complex numbers 2

Further statistical and calculus inference

Integration and applications of integration

Rates of change and differential equations

Statistical inference

Assessment




Unit 3 Unit 4




Examination

15%


Examination

15%


Examination



Page 41 of 125

Essential Mathematics Applied senior subject Applied

Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance.

Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.

Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.

Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways

A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context

related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance




solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance.

Structure


Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs

Money, travel and data


Managing money

Time and motion

Data collection

Measurement, scales and data


Measurement

Scales, plans and models

Summarising and comparing data

Graphs, chance and loans


Bivariate graphs

Probability and relative frequencies

Loans and compound interest



Page 42 of 125

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Unit 3 Unit 4






Common internal assessment (CIA)

Summative internal assessment (IA4):

Examination



Page 43 of 125

English


English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts.

Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it.

Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways

A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Objectives


use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences

create and analyse perspectives and representations of concepts, identities, times and places

make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions

use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

select and synthesise subject matter to support perspectives

organise and sequence subject matter to achieve particular purposes

use cohesive devices to emphasise ideas and connect parts of texts

make language choices for particular purposes and contexts

use grammar and language structures for particular purposes

use mode-appropriate features to achieve particular purposes.



Page 44 of 125

Structure


Perspectives and texts Examining and

creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture Examining and

shaping representations of culture in texts

Responding to literary and non-literary texts, including a focus on Australian texts

Creating imaginative and analytical texts

Textual connections Exploring

connections between texts

Examining different perspectives of the same issue in texts and shaping own perspectives

Creating responses for public audiences and persuasive texts

Close study of literary texts Engaging with

literary texts from diverse times and places

Responding to literary texts creatively and critically


Assessment




Unit 3 Unit 4


Extended response — written response for a public audience


Extended response — imaginative written response

25%


Extended response — persuasive spoken response

25% Summative external assessment (EA):

Examination — analytical written response

25%



Page 45 of 125

English as an Additional Language General senior subject General

English as an Additional Language is designed for students for whom English is not their first or home language. It develops students’ knowledge, understanding and language skills in Standard Australian English (SAE), and provides them with opportunities to develop higher-order thinking skills and to interpret and create texts for personal, cultural, social and aesthetic purposes.

Students have opportunities to engage with language and texts to foster the skills to communicate effectively in SAE for the purposes of responding to and creating literary and non-literary texts. They develop the language skills required to be competent users of written and spoken English in a variety of contexts, including academic contexts suitable for tertiary studies.

Students make choices about generic structures, language, textual features and technologies to best convey intended meaning in the most appropriate medium and genre. They explore the ways literary and non-literary texts may reflect or challenge social and cultural ways of thinking and influence audiences. Students develop empathy for others and appreciation of different perspectives through a study of a range of literary texts from diverse cultures and periods.

Pathways

A course of study in English as an Additional Language promotes not only language and literacy skills, but also open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Objectives



establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences

create and analyse perspectives and representations of concepts, identities, times and places

make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions

use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

select and synthesise subject matter to support perspectives

organise and sequence subject matter to achieve particular purposes

use cohesive devices to emphasise ideas and connect parts of texts

make language choices for particular purposes and contexts

use grammar and language structures for particular purposes

use mode-appropriate features to achieve particular purposes.



Page 46 of 125

Structure


Language, text and culture Examining and

shaping representations of culture in texts

Responding to a variety of media and literary texts

Creating analytical and persuasive texts

Perspectives in texts Examining and

shaping perspectives in texts

Responding to literary texts, including a focus on Australian texts


Issues, ideas and attitudes Exploring

representations of issues, ideas and attitudes in texts

Responding to literary and persuasive texts

Creating analytical and persuasive texts

Close study of literary texts Engaging with literary

texts from diverse times and places

Responding to literary texts creatively and critically


Assessment




Unit 3 Unit 4


Examination – analytical written response


Extended response – imaginative spoken/multimodal response

25%


Extended response – persuasive written response


Examination – analytical extended response

25%



Page 47 of 125

English & Literature Extension (Year 12 only) General senior subject General

English & Literature Extension is an extension of both the English (2019) and the Literature (2019) syllabuses and therefore offers more challenge than other English courses as it builds on the study students have already undertaken.

English & Literature Extension provides a theorised study of literature, to understand themselves and the potential of literature to expand the scope of their experiences. They ask critical questions about cultural assumptions, implicit values and differing world views encountered in an exploration of social, cultural and textual understandings about literary texts and the ways they might be interpreted and valued.

Students apply different theoretical approaches to analyse and evaluate a variety of literary texts and different ways readers might interpret these texts. They synthesise different interpretations and relevant theoretical approaches to produce written and spoken/signed extended analytical and evaluative texts. The nature of the learning in this subject provides opportunities for students to work independently on intellectually challenging tasks.

Pathways

A course of study in English & Literature Extension can establish a basis for further education and employment in a range of fields, and can lead to a range of careers in areas where understanding social, cultural and textual influences on ways of viewing the world is a key element, such as law, journalism, media, arts, curating, education, policy and human resources. It also provides a good introduction to the academic disciplines and fields of study that involve the application of methodologies based on theoretical understandings.

Objectives


demonstrate understanding of literary texts studied to develop interpretation/s

demonstrate understanding of different theoretical approaches to exploring meaning in texts

demonstrate understanding of the relationships among theoretical approaches

apply different theoretical approaches to literary texts to develop and examine interpretations

analyse how different genres, structures and textual features of literary texts support different interpretations

use appropriate patterns and conventions of academic genres and communication, including correct terminology, citation and referencing conventions

use textual features in extended analytical responses to create desired effects for specific audiences

evaluate theoretical approaches used to explore different interpretations of literary texts

evaluate interpretations of literary texts, making explicit the theoretical approaches that underpin them

synthesise analysis of literary texts, theoretical approaches and interpretations with supporting evidence.



Page 48 of 125

Structure

To study English & Literature Extension, students should have completed Units 1 and 2 of either English or Literature. In Year 12, students undertake Units 3 and 4 of English & Literature Extension concurrently with, or after, Units 3 and 4 of English and/or Units 3 and 4 of Literature.

Unit 3 Unit 4

Ways of reading Readings and defences

Complex transformation and defence

Exploration and evaluation Extended academic research paper

Application of theory

Assessment


Unit 3 Unit 4


Extended response — reading and defence


Extended response — academic research paper

35%


Extended response — complex transformation and defence


Examination — theorised exploration of unseen text

25%



Page 49 of 125

Essential English Applied senior subject Applied

Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts.

Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts.

Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pathways

A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Objectives



use appropriate roles and relationships with audiences

construct and explain representations of identities, places, events and concepts

make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning

explain how language features and text structures shape meaning and invite particular responses

select and use subject matter to support perspectives

sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts

make mode-appropriate language choices according to register informed by purpose, audience and context

use language features to achieve particular purposes across modes.



Page 50 of 125

Structure


Language that works Responding to a

variety of texts used in and developed for a work context

Creating multimodal and written texts

Texts and human experiences Responding to

reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences Creating and shaping

perspectives on community, local and global issues in texts

Responding to texts that seek to influence audiences

Representations and popular culture texts Responding to

popular culture texts

Creating representations of Australian identifies, places, events and concepts

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Unit 3 Unit 4


Extended response — spoken/signed response


Extended response — Multimodal response


Common internal assessment (CIA)

Summative internal assessment (IA4):

Extended response — Written response



Page 51 of 125

Accounting General senior subject General

Accounting provides opportunities for students to develop an understanding of the essential role of organising, analysing and communicating financial data and information in the successful performance of any organisation.

Students learn fundamental accounting concepts in order to understand accrual accounting and managerial and accounting controls, preparing internal financial reports, ratio analysis and interpretation of internal and external financial reports. They synthesise financial data and other information, evaluate accounting practices, solve authentic accounting problems, make decisions and communicate recommendations.

Students develop numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills. They develop an understanding of the ethical attitudes and values required to participate effectively and responsibly in a changing business environment.

Pathways

A course of study in Accounting can establish a basis for further education and

employment in the fields of accounting, business, management, banking, finance, law, economics and commerce.

Objectives


describe accounting concepts and principles

explain accounting concepts, principles and processes

apply accounting principles and processes

analyse and interpret financial data and information to draw conclusions

evaluate accounting practices to make decisions and propose recommendations

synthesise and solve accounting problems

create responses that communicate meaning to suit purpose and audience.

Structure


Real world accounting

Accounting for a service business — cash, accounts receivable, accounts payable and no GST

End-of-month reporting for a service business

Management effectiveness

Accounting for a trading GST business

End-of-year reporting for a trading GST business

Monitoring a business

Managing resources for a trading GST business — non-current assets

Fully classified financial statement reporting for a trading GST business

Accounting — the big picture

Cash management

Complete accounting process for a trading GST business

Performance analysis of a listed public company



Page 52 of 125

Assessment




Unit 3 Unit 4


Examination — combination response


Project — cash management

25%


Examination — short response



25%



Page 53 of 125

Ancient History General senior subject General

Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion.

Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses.

Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically.

Pathways

A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.

Objectives


comprehend terms, issues and concepts

devise historical questions and conduct research

analyse historical sources and evidence

synthesise information from historical sources and evidence

evaluate historical interpretations

create responses that communicate meaning.

Structure


Investigating the ancient world

Digging up the past

Ancient societies — Slavery

Ancient societies — Art and architecture

Ancient societies — Weapons and warfare

Ancient societies — Technology and engineering

Ancient societies — The family

Personalities in their time

Hatshepsut

Akhenaten

Xerxes

Perikles

Alexander the Great

Hannibal Barca

Cleopatra

Agrippina the Younger

Nero

Boudica

Cao Cao

Reconstructing the ancient world

Thebes — East and West, 18th Dynasty Egypt

The Bronze Age Aegean

Assyria from Tiglath Pileser III to the fall of the Empire

Fifth Century Athens (BCE)

Philip II and Alexander III of Macedon

People, power and authority Schools choose one study of power from:

Ancient Egypt — New Kingdom Imperialism

Ancient Greece — the Persian Wars

Ancient Greece — the Peloponnesian War

Ancient Rome — the Punic Wars

Ancient Rome — Civil War and the breakdown of the Republic



Page 54 of 125


Ancient societies — Beliefs, rituals and funerary practices.

Saladin (An-Nasir Salah ad-Din Yusuf ibn Ayyub)

Richard the Lionheart

Alternative choice of personality

Early Imperial Rome

Pompeii and Herculaneum

Later Han Dynasty and the Three Kingdoms

The ‘Fall’ of the Western Roman Empire

The Medieval Crusades

QCAA will nominate one topic that will be the basis for an external examination from:

Thutmose III

Rameses II

Themistokles

Alkibiades

Scipio Africanus

Caesar

Augustus

Assessment




Unit 3 Unit 4


Examination — essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination — short responses to historical sources

25%



Page 55 of 125

Business General senior subject General

Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs.

Students investigate the business life cycle, develop skills in examining business data and information and learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. They investigate the influence of, and implications for, strategic development in the functional areas of finance, human resources, marketing and operations.

Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise business data and information. They engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies.

Pathways

A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.

Objectives


describe business environments and situations

explain business concepts, strategies and processes

select and analyse business data and information

interpret business relationships, patterns and trends to draw conclusions

evaluate business practices and strategies to make decisions and propose recommendations

create responses that communicate meaning to suit purpose and audience.

Structure


Business creation

Fundamentals of business

Creation of business ideas

Business growth

Establishment of a business

Entering markets

Business diversification

Competitive markets

Strategic development

Business evolution

Repositioning a business

Transformation of a business



Page 56 of 125

Assessment




Unit 3 Unit 4




Extended response — feasibility report

25%


Investigation — business report



25%



Page 57 of 125

Economics General senior subject General

Economics encourages students to think deeply about the global challenges facing individuals, business and government, including how to allocate and distribute scarce resources to maximise well-being.

Students develop knowledge and cognitive skills to comprehend, apply analytical processes and use economic knowledge. They examine data and information to determine validity, and consider economic policies from various perspectives. They use economic models and analytical tools to investigate and evaluate outcomes to draw conclusions.

Students study opportunity costs, economic models and the market forces of demand and supply. They dissect and interpret the complex nature of international economic relationships and the dynamics of Australia’s place in the global economy. They develop intellectual flexibility, digital literacy and economic thinking skills.

Pathways

A course of study in Economics can establish a basis for further education and employment in the fields of economics,

econometrics, management, data analytics, business, accounting, finance, actuarial science, law and political science.

Economics is an excellent complement for students who want to solve real-world science or environmental problems and participate in government policy debates. It provides a competitive advantage for career options where students are aiming for management roles and developing their entrepreneurial skills to create business opportunities as agents of innovation.

Objectives


comprehend economic concepts, principles and models

select data and economic information from sources

analyse economic issues

evaluate economic outcomes

create responses that communicate economic meaning.

Structure


Markets and models

The basic economic problem

Economic flows

Market forces

Modified markets

Markets and efficiency

Case options of market measures and strategies

International economics

The global economy

International economic issues

Contemporary macroeconomics

Macroeconomic objectives and theory

Economic management



Page 58 of 125

Assessment




Unit 3 Unit 4




Examination — extended response to stimulus

25%


Investigation — research report



25%



Page 59 of 125

Geography General senior subject General

Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage in a range of learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges and their effects on people, places and the environment.

Students investigate places in Australia and across the globe to observe and measure spatial, environmental, economic, political, social and cultural factors. They interpret global concerns and challenges including responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change. They develop an understanding of the complexities involved in sustainable planning and management practices.

Students observe, gather, organise, analyse and present data and information across a range of scales. They engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

Pathways

A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.

Objectives


explain geographical processes

comprehend geographic patterns

analyse geographical data and information

apply geographical understanding

synthesise information from the analysis to propose action

communicate geographical understanding.

Structure


Responding to risk and vulnerability in hazard zones Natural hazard zones

Ecological hazard zones

Planning sustainable places Responding to

challenges facing a place in Australia

Managing the challenges facing a megacity

Responding to land cover transformations Land cover

transformations and climate change

Responding to local land cover transformations

Managing population change Population

challenges in Australia

Global population change



Page 60 of 125

Assessment




Unit 3 Unit 4




Investigation — data report

25%


Investigation — field report



25%



Page 61 of 125

Legal Studies General senior subject General

Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities.

Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues.

Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.

Pathways

A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.

Objectives


comprehend legal concepts, principles and processes

select legal information from sources

analyse legal issues

evaluate legal situations

create responses that communicate meaning.

Structure


Beyond reasonable doubt

Legal foundations

Criminal investigation process

Criminal trial process

Punishment and sentencing

Balance of probabilities

Civil law foundations

Contractual obligations

Negligence and the duty of care

Law, governance and change

Governance in Australia

Law reform within a dynamic society

Human rights in legal contexts

Human rights

The effectiveness of international law

Human rights in Australian contexts



Page 62 of 125

Assessment




Unit 3 Unit 4




Investigation — argumentative essay

25%


Investigation — inquiry report



25%



Page 63 of 125

Business Studies Applied senior subject Applied

Business Studies provides opportunities for students to develop practical business knowledge, understanding and skills for use, participation and work in a range of business contexts.

Students develop their business knowledge and understanding through applying business practices and business functions in business contexts, analysing business information and proposing and implementing outcomes and solutions in business contexts.

Students develop effective decision-making skills and learn how to plan, implement and evaluate business outcomes and solutions, resulting in improved economic, consumer and financial literacy.

Pathways

A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.

Objectives

By the end of the course of study, students should:

describe concepts and ideas related to business functions

explain concepts and ideas related to business functions

demonstrate processes, procedures and skills related to business functions to complete tasks

analyse business information related to business functions and contexts

apply knowledge, understanding and skills related to business functions and contexts

use language conventions and features to communicate ideas and information

make and justify decisions for business solutions and outcomes

plan and organise business solutions and outcomes

evaluate business decisions, solutions and outcomes.

Structure

The Business Studies course is designed around core and elective topics. The elective learning occurs through business contexts.

Core topics Elective topics

Business practices, consisting of Business fundamentals, Financial literacy, Business communication and Business technology

Business functions, consisting of Working in administration, Working in finance, Working with customers and Working in marketing

Entertainment

Events management

Financial services

Health and well-being

Insurance

Legal

Media

Mining

Not-for-profit

Real estate

Retail

Rural

Sports management

Technical, e.g. manufacturing, construction, engineering

Tourism

Travel



Page 64 of 125

Assessment

For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:

at least one project

no more than two assessment instruments from any one technique.

Project

Extended response

Examination

A response to a single task, situation and/or scenario.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following:

written: 500–900 words

spoken: 2½–3½ minutes

multimodal: 3–6 minutes

performance: continuous class time

product: continuous class time.

Presented in one of the following modes:


spoken: 3–4 minutes

multimodal: 4–7 minutes.

60–90 minutes

50–250 words per item on the test



Page 65 of 125

Social & Community Studies Applied senior subject Applied

Social & Community Studies focuses on personal development and social skills which lead to self-reliance, self-management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages responsible attitudes and behaviours required for effective participation in the community and for thinking critically, creatively and constructively about their future.

Students develop personal, interpersonal, and citizenship skills, encompassing social skills, communication skills, respect for and interaction with others, building rapport, problem solving and decision making, self-esteem, self-confidence and resilience, workplace skills, learning and study skills.

Students use an inquiry approach in collaborative learning environments to investigate the dynamics of society and the benefits of working with others in the community. They are provided with opportunities to explore and refine personal values and lifestyle choices and to practise, develop and value social, community and workplace participation skills.

Pathways

A course of study in Social & Community Studies can establish a basis for further education and employment, as it helps students develop the skills and attributes necessary in all workplaces.

Objectives

By the conclusion of the course of study, students should:

recognise and describe concepts and ideas related to the development of personal, interpersonal and citizenship skills

recognise and explain the ways life skills relate to social contexts

explain issues and viewpoints related to social investigations

organise information and material related to social contexts and issues

analyse and compare viewpoints about social contexts and issues

apply concepts and ideas to make decisions about social investigations

use language conventions and features to communicate ideas and information, according to purposes

plan and undertake social investigations

communicate the outcomes of social investigations, to suit audiences

appraise inquiry processes and the outcomes of social investigations.



Page 66 of 125

Structure

The Social and Community Studies course is designed around three core life skills areas which must be covered within every elective topic studied, and be integrated throughout the course.

Core life skills Elective topics

Personal skills — Growing and developing as an individual

Interpersonal skills — Living with and relating to other people

Citizenship skills — Receiving from and contributing to community

The Arts and the community

Australia’s place in the world

Gender and identity

Health: Food and nutrition

Health: Recreation and leisure

Into relationships

Legally, it could be you

Money management

Science and technology

Today’s society

The world of work

Assessment

For Social and Community Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:

one project or investigation

one examination

no more than two assessments from each technique.

Project

Investigation

Extended response

Examination


A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

















60–90 minutes

50–250 words per item on the test



Page 67 of 125

Tourism

Applied senior subject Applied

Tourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.

Students examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts.

Students develop and apply tourism-related knowledge and understanding through learning experiences and assessment in which they plan projects, analyse issues and opportunities, and evaluate concepts and information.

Pathways

A course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, tourism and leisure industry development, and transport and travel.

Objectives


recall terminology associated with tourism and the tourism industry

describe and explain tourism concepts and information

identify and explain tourism issues or opportunities

analyse tourism issues and opportunities

apply tourism concepts and information from a local, national and global perspective

communicate meaning and information using language conventions and features relevant to tourism contexts

generate plans based on consumer and industry needs

evaluate concepts and information within tourism and the tourism industry

draw conclusions and make recommendations.

Structure

The Tourism course is designed around interrelated core topics and electives.


Tourism as an industry

The travel experience

Sustainable tourism

Technology and tourism

Forms of tourism

Tourist destinations and attractions

Tourism marketing

Types of tourism

Tourism client groups



Page 68 of 125

Assessment

For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:

one project

one examination

no more than two assessments from each technique.

Project

Investigation

Extended response

Examination








multimodal - non-presentation: 8

A4 pages max (or equivalent)

- presentation: 3–6 minutes






multimodal - non-presentation:

10 A4 pages max (or equivalent)

- presentation: 4–7 minutes.







60–90 minutes

50–250 words per item



Page 69 of 125

Design General senior subject General

Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.

Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.

Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways

A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.

Objectives


describe design problems and design criteria

represent ideas, design concepts and design information using drawing and low-fidelity prototyping

analyse needs, wants and opportunities using data

devise ideas in response to design problems

synthesise ideas and design information to propose design concepts

evaluate ideas and design concepts to make refinements

make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.



Page 70 of 125

Structure


Design in practice

Experiencing design

Design process

Design styles

Commercial design

Explore — client needs and wants

Develop — collaborative design

Human-centred design

Designing with empathy

Sustainable design

Explore — sustainable design opportunities

Develop — redesign

Assessment




Unit 3 Unit 4


Examination — design challenge


Project

25%


Project


Examination — design challenge

25%



Page 71 of 125

Digital Solutions


Digital Solutions enables students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways while understanding the need to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integration of technology into our daily lives.

Students use problem-based learning to write computer programs to create digital solutions that: use data; require interactions with users and within systems; and affect people, the economy and environments. They develop solutions using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming.

Students create, construct and repurpose solutions that are relevant in a world where data and digital realms are transforming entertainment, education, business, manufacturing and many other industries.

Pathways

A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.

Objectives


recognise and describe elements, components, principles and processes

symbolise and explain information, ideas and interrelationships

analyse problems and information

determine solution requirements and criteria

synthesise information and ideas to determine possible digital solutions

generate components of the digital solution

evaluate impacts, components and solutions against criteria to make refinements and justified recommendations




Page 72 of 125

Structure


Creating with code

Understanding digital problems

User experiences and interfaces

Algorithms and programming techniques

Programmed solutions

Application and data solutions

Data-driven problems and solution requirements

Data and programming techniques

Prototype data solutions

Digital innovation

Interactions between users, data and digital systems

Real-world problems and solution requirements

Innovative digital solutions

Digital impacts

Digital methods for exchanging data

Complex digital data exchange problems and solution requirements

Prototype digital data exchanges

Assessment




Unit 3 Unit 4


Investigation — technical proposal


Project — folio

25%


Project — digital solution


Examination

25%



Page 73 of 125

Food & Nutrition General senior subject General

Food & Nutrition is the study of food in the context of food science, nutrition and food technologies, considering overarching concepts of waste management, sustainability and food protection.

Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. Their studies of the food system include the sectors of production, processing, distribution, consumption, research and development.

Students actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures.

Pathways

A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health.

Objectives


recognise and describe food and nutrition facts and principles

explain food and nutrition ideas and problems

analyse problems, information and data

determine solution requirements and criteria

synthesise information and data to develop ideas for solutions

generate solutions to provide data to determine the feasibility of the solution

evaluate and refine ideas and solutions to make justified recommendations for enhancement


Structure


Food science of vitamins, minerals and protein

Introduction to the food system

Vitamins and minerals

Protein

Developing food solutions

Food drivers and emerging trends

Consumer food drivers

Sensory profiling

Labelling and food safety

Food formulation for consumer markets

Food science of carbohydrate and fat

The food system

Carbohydrate

Fat

Developing food solutions

Food solution development for nutrition consumer markets

Formulation and reformulation for nutrition consumer markets

Food development process



Page 74 of 125

Assessment




Unit 3 Unit 4


Examination


Project — folio

30%


Project — folio


Examination

25%



Page 75 of 125

Furnishing Skills Applied senior subject Applied

Furnishing Skills focuses on the underpinning industry practices and production processes required to manufacture furnishing products with high aesthetic qualities.

Students understand industry practices; interpret specifications, including technical information and drawings; demonstrate and apply safe practical production processes with hand/power tools and machinery; communicate using oral, written and graphical modes; organise, calculate and plan production processes; and evaluate the products they create using predefined specifications.

Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways

A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example,

a furniture-maker, wood machinist, cabinet-maker, polisher, shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.

Objectives


describe industry practices in manufacturing tasks

demonstrate fundamental production skills

interpret drawings and technical information

analyse manufacturing tasks to organise materials and resources

select and apply production skills and procedures in manufacturing tasks

use visual representations and language conventions and features to communicate for particular purposes

plan and adapt production processes

create products from specifications

evaluate industry practices, production processes and products, and make recommendations.

Structure

The Furnishing Skills course is designed around core and elective topics.


Industry practices

Production processes

Cabinet-making

Furniture finishing

Furniture-making

Glazing and framing

Upholstery



Page 76 of 125

Assessment

For Furnishing Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least two projects

at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components:



multimodal - non-presentation: 8 A4

pages max (or equivalent) - presentation: 3-6 minutes

product: continous class time.

Students demonstrate production skills and procedures in class under teacher supervision.

60–90 minutes


FURNISHING SKILLS – Applied Senior Subject

Invoiced Fees:

$100 per year: Project materials

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT. STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT

CHANGE FINAL APPROVAL.



Page 77 of 125

Hospitality Practices Applied senior subject Applied

Hospitality Practices develops knowledge, understanding and skills about the hospitality industry and emphasises the food and beverage sector, which includes food and beverage production and service.

Students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector and examine and evaluate industry practices from the food and beverage sector.

Students develop skills in food and beverage production and service. They work as individuals and as part of teams to plan and implement events in a hospitality context. Events provide opportunities for students to participate in and produce food and beverage products and perform service for customers in real-world hospitality contexts.

Pathways

A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.

Objectives

By the conslusion of the course of study, students should:

explain concepts and ideas from the food and beverage sector

describe procedures in hospitality contexts from the food and beverage sector

examine concepts and ideas and procedures related to industry practices from the food and beverage sector

apply concepts and ideas and procedures when making decisions to produce products and perform services for customers

use language conventions and features to communicate ideas and information for specific purposes.

plan, implement and justify decisions for events in hospitality contexts

critique plans for, and implementation of, events in hospitality contexts

evaluate industry practices from the food and beverage sector.

Structure

The Hospitality Practices course is designed around core topics embedded in a minimum of two elective topics.


Navigating the hospitality industry

Working effectively with others

Hospitality in practice

Kitchen operations

Beverage operations and service

Food and beverage service



Page 78 of 125

Assessment

For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:


at least one investigation or an extended response.

Project Investigation Extended response Examination





A project consists of a product and performance component and one other component from the following:




product and performance: continuous class time









60–90 minutes


HOSPITALITY PRACTICES – Applied Senior Subject

Invoiced Fees:

$100 per year: Supply of ingredients & equipment as part of training course except when students make choices outside recommended menu.

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT. STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT

CHANGE FINAL APPROVAL.



Page 79 of 125

Industrial Graphics Skills Applied senior subject Applied

Industrial Graphics Skills focuses on the underpinning industry practices and production processes required to produce the technical drawings used in a variety of industries, including building and construction, engineering and furnishing.

Students understand industry practices, interpret technical information and drawings, demonstrate and apply safe practical modelling procedures with tools and materials, communicate using oral and written modes, organise and produce technical drawings and evaluate drawings using specifications.

Students develop transferable skills by engaging in drafting and modelling tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete tasks.

Pathways

A course of study in Industrial Graphics Skills can establish a basis for further education and employment in a range of roles and trades in the manufacturing industries. With additional training and experience, potential employment opportunities may be found in drafting roles such as architectural drafter, estimator, mechanical drafter, electrical drafter,

structural drafter, civil drafter and survey drafter.

Objectives


describe industry practices in drafting and modelling tasks

demonstrate fundamental drawing skills


analyse drafting tasks to organise information

select and apply drawing skills and procedures in drafting tasks

use language conventions and features to communicate for particular purposes

construct models from drawings

create technical drawings from industry requirements

evaluate industry practices, drafting processes and drawings, and make recommendations.

Structure

The Industrial Graphics Skills course is designed around core and elective topics.


Industry practices

Drafting processes

Building and construction drafting

Engineering drafting

Furnishing drafting



Page 80 of 125

Assessment

For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:







A project consists of a technical drawing (which incldues a model) component and at least one of the following components:




pages max (or equivalent) - presentation: 3-6 minutes

product: continous class time.


60–90 minutes




Page 81 of 125

Industrial Technology Skills Applied senior subject Applied

Industrial Technology Skills focuses on the practices and processes required to manufacture products in a variety of industries.

Students understand industry practices; interpret specifications, including technical information and drawings; demonstrate and apply safe, practical production processes with hand/power tools and machinery; communicate using oral, written and graphical modes; organise, calculate and plan production processes; and evaluate the products they create using predefined specifications.

Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways

A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of aeroskills,

automotive, building and construction, engineering, furnishing, industrial graphics and plastics.

Objectives


describe industry practices in manufacturing tasks

demonstrate fundamental production skills


analyse manufacturing tasks to organise materials and resources

select and apply production skills and procedures in manufacturing tasks

use visual representations and language conventions and features to communicate for particular purposes

plan and adapt production processes

create products from specifications

evaluate industry practices, production processes and products, and make recommendations.



Page 82 of 125

Structure

The Industrial Technology Skills course is designed around:

core topics, which are integrated throughout the course

elective topics, organised in industry areas, and manufacturing tasks related to the chosen electives.

Core topics Industry area Elective topics

Industry practices

Production processes

Aeroskills Aeroskills mechanical

Aeroskills structures

Automotive Automotive mechanical

Automotive body repair

Automotive electrical

Building and construction Bricklaying

Plastering and painting

Concreting

Carpentry

Tiling

Landscaping

Engineering Sheet metal working

Welding and fabrication

Fitting and machining

Furnishing Cabinet-making

Furniture finishing

Furniture-making

Glazing and framing

Upholstery

Industrial graphics Engineering drafting

Building and construction drafting

Furnishing drafting

Plastics Thermoplastics fabrication

Thermosetting fabrication



Page 83 of 125

Assessment

For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including:







A project consists of a product component and at least one of the following components:




pages max (or equivalent) - presentation: 3–6 minutes



60–90 minutes


INDUSTRIAL TECHNOLOGY SKILLS – Applied Senior Subject

Invoiced Fees:

$100 per year: Project materials

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF

2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT. STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO

SUBJECT CHANGE FINAL APPROVAL.



Page 84 of 125

Physical Education


Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.

Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions.

Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies.

Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies.

Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.

Pathways

A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Objectives


recognise and explain concepts and principles about movement

demonstrate specialised movement sequences and movement strategies

apply concepts to specialised movement sequences and movement strategies

analyse and synthesise data to devise strategies about movement

evaluate strategies about and in movement

justify strategies about and in movement

make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.



Page 85 of 125

Structure


Motor learning, functional anatomy, biomechanics and physical activity

Motor learning integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity

Sport psychology integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity

Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity

Energy, fitness and training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity

Assessment




Unit 3 Unit 4


Project — folio


Project — folio

30%


Investigation — report



25%



Page 86 of 125

Sport & Recreation Applied senior subject Applied

Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities.

Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes.

Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.

Pathways

A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.

Objectives


demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation activities

describe concepts and ideas about sport and recreation using terminology and examples

explain procedures and strategies in, about and through sport and recreation activities for individuals and communities

apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation activities

manage individual and group sport and recreation activities

apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and communities

use language conventions and textual features to achieve particular purposes

evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and recreation activities

evaluate the effects of sport and recreation on individuals and communities

evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide recommendations

create communications that convey meaning for particular audiences and purposes.



Page 87 of 125

Structure

The Sport & Recreation course is designed around core and elective topics.


Sport and recreation in the community

Sport, recreation and healthy living

Health and safety in sport and recreation activities

Personal and interpersonal skills in sport and recreation activities

Active play and minor games

Challenge and adventure activities

Games and sports

Lifelong physical activities

Rhythmic and expressive movement activities

Sport and recreation physical activities

Assessment

For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

one project (annotated records of the performance is also required)

one investigation, extended response or examination.

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.






performance: 2–4 minutes.*









2–4 minutes* 60–90 minutes


* Evidence must include annotated records that clearly identify the application of standards to performance.



Page 88 of 125

SPORT & RECREATION – BASEBALL

Faculty: Robina Sports Academy Type: Applied

QCE Credits: 4 Core Field Weightings:

Not Applicable

Other Pre-Requisites:

Written application and interview with the Sports Academy Director and Baseball Coordinator. Must be a current member of a Baseball Club.

Future Options: Study in University/TAFE courses relating to health and fitness, recreation, education personal training and coaching. Study in US Colleges is a viable option available to students who study this subject.

Baseball is a Robina Sports Academy program aimed at the high level player. Expert coaching will be provided to ensure students develop all facets of the game. The course will consist of practical skill developments, strength and conditioning and several theory units. Units include: Biomechanics, Nutrition, Training Program Design, Career Pathways and Sport Psychology.

Assessment: Physical testing data, athletic performance, theory tasks.

Expectations: Full participation in practical and theoretical classes. Adhering to the Sports Academy Athlete Agreement.

Invoiced Fees: $550 per year: Professional coaching fees, grounds maintenance, equipment, gym membership.

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT

PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT.

STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT

INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.



Page 89 of 125

SPORT & RECREATION – FUTSAL / FOOTBALL

Faculty: HPE Type: Applied


Not Applicable


Written application and interview with the Sports Academy Director and Futsal/Football Coordinator. Must be a current member of a Baseball Club.


Futsal/Football is a Robina Sports Academy program aimed at the high level player. Students will study both Football (Soccer) and Futsal. At various stages throughout the year matches will become a greater focus, depending on the tournament structure. The course will consist of practical skill developments, strength and conditioning and several theory units. Units include: Biomechanics, Nutrition, Training Program Design, Career Pathways and Sport Psychology.



Invoiced Fees: $340 per year - Tournaments, transport, equipment, coaching aides, coaches

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE

PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT. STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER

THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.



Page 90 of 125

SPORT & RECREATION – GOLF Faculty: Robina Sports Academy Type: Applied


Not Applicable


Written application and interview with the Sports Academy Director and Golf Coordinator. Must be a current member of a Golf Club.


Golf is a Robina Sports Academy program aimed at the high level player. Expert coaching will be provided to ensure students develop all facets of the game. The course will consist of practical skill developments, strength and conditioning and several theory units. Units include: Biomechanics, Nutrition, Training Program Design, Career Pathways and Sport Psychology.



Invoiced Fees: $1620 per year – External rounds, Professional coaching fees, grounds maintenance, equipment, gym membership. INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE THE DUE DATES LISTED BELOW ALONG WITH FULL/INSTALMENT PAYMENT OF 2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE

SUBJECT.

Semester One ($810) Due in Full 11 NOVEMBER 2021 Semester Two ($810) Due in Full 12 MAY 2022


STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO




Page 91 of 125

SPORT & RECREATION – NETBALL



Not Applicable


Written application and interview with the Sports Academy Director and Netball Coordinator. Must be a current member of a Netball Club.

Future Options: Study in University/TAFE courses relating to health and fitness, recreation, education personal training and coaching.

This course is a Robina Sports Academy program aimed at the high level player. Expert coaching will be provided to ensure students develop all facets of the game. The course will consist of practical skill developments, strength and conditioning and several theory units. Units include: Biomechanics, Nutrition, Training Program Design, Career Pathways and Sport Psychology.



Invoiced Fees: $370 per year - Professional coaching fees, equipment, gym membership.







Page 92 of 125

SPORT & RECREATION – TRIATHLON



Not Applicable


Written application and interview with the Sports Academy Director and Triathlon Coordinator.


This course is a Robina Sports Academy program aimed at the high level athlete. Expert coaching will be provided to ensure students develop all facets of the sport. The course will consist of practical skill developments, strength and conditioning and several theory units. Units include: Biomechanics, Nutrition, Training Program Design, Career Pathways and Sport Psychology.



Invoiced Fees: $670 per year - Professional coaching fees, equipment, gym membership, pool hire.







Page 93 of 125

Biology General senior subject General

Biology provides opportunities for students to engage with living systems.

Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society.

Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways

A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Objectives


describe and explain scientific concepts, theories, models and systems and their limitations

apply understanding of scientific concepts, theories, models and systems within their limitations

analyse evidence

interpret evidence

investigate phenomena

evaluate processes, claims and conclusions

communicate understandings, findings, arguments and conclusions.

Structure


Cells and multicellular organisms

Cells as the basis of life

Multicellular organisms

Maintaining the internal environment

Homeostasis

Infectious diseases

Biodiversity and the interconnectedness of life

Describing biodiversity

Ecosystem dynamics

Heredity and continuity of life

DNA, genes and the continuity of life

Continuity of life on Earth



Page 94 of 125

Assessment




Unit 3 Unit 4


Data test


Research investigation

20%


Student experiment

20%


Examination



Page 95 of 125

Chemistry General senior subject General

Chemistry is the study of materials and their properties and structure.

Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways

A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Objectives




analyse evidence

interpret evidence






Page 96 of 125

Structure


Chemical fundamentals — structure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions —reactants, products and energy change

Molecular interactions and reactions

Intermolecular forces and gases

Aqueous solutions and acidity

Rates of chemical reactions

Equilibrium, acids and redox reactions

Chemical equilibrium systems

Oxidation and reduction

Structure, synthesis and design

Properties and structure of organic materials

Chemical synthesis and design

Assessment




Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination



Page 97 of 125

Physics General senior subject General

Physics provides opportunities for students to engage with classical and modern understandings of the universe.

Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.

Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways

A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

Objectives




analyse evidence

interpret evidence






Page 98 of 125

Structure


Thermal, nuclear and electrical physics

Heating processes

Ionising radiation and nuclear reactions

Electrical circuits

Linear motion and waves

Linear motion and force

Waves

Gravity and electromagnetism

Gravity and motion

Electromagnetism

Revolutions in modern physics

Special relativity

Quantum theory

The Standard Model

Assessment




Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination



Page 99 of 125

Psychology General senior subject General

Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions.

Students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and learning. They consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology.

Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways

A course of study in Psychology can establish a basis for further education and employment in the fields of psychology, sales, human resourcing, training, social work, health, law, business, marketing and education.

Objectives




analyse evidence

interpret evidence



communicates understandings, findings, arguments and conclusions.

Structure


Individual development

Psychological science A

The role of the brain

Cognitive development

Human consciousness and sleep

Individual behaviour

Psychological science B

Intelligence

Diagnosis

Psychological disorders and treatments

Emotion and motivation

Individual thinking

Localisation of function in the brain

Visual perception

Memory

Learning

The influence of others

Social psychology

Interpersonal processes

Attitudes

Cross-cultural psychology



Page 100 of 125

Assessment




Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination



Page 101 of 125

Aquatic Practices

Applied senior subject Applied

Aquatic Practices provides opportunities for students to explore, experience and learn practical skills and knowledge valued in aquatic workplaces and other settings.

Students gain insight into the management of aquatic regions and their ecological and environmental systems, helping them to position themselves within a long and sustainable tradition of custodianship.

Students have opportunities to learn in, through and about aquatic workplaces, events and other related activities. Additional learning links to an understanding of the employment, study and recreational opportunities associated with communities who visit, live or work on and around our waterways.

Pathways

A course of study in Aquatic Practices can establish a basis for further education and employment in the fields of recreation, tourism, fishing and aquaculture. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as yacht and sailing club races and competitions and boating shows.

Objectives


describe concepts and ideas in aquatic contexts

explain concepts and ideas in aquatic contexts

demonstrate skills in aquatic contexts

analyse information, situations and relationships in aquatic contexts

apply knowledge, understanding and skills in aquatic contexts

use language conventions and features appropriate to aquatic contexts to communicate ideas and information, according to purpose

generate plans and procedures for activities in aquatic contexts

evaluate the safety and effectiveness of activities in aquatic contexts

make recommendations for activities in aquatic contexts.



Page 102 of 125

Structure

To enrol in the subject students must be capable of swimming 200m unassisted without stopping and be able to tread water for 10mins. Students must also be willing to complete practical activities outside of school hours.

Safety on our beaches includes a PUA21012 Certificate II in Public Safety (Aquatic Rescue) and requires a 400 metre swim in nine (9) minutes or less The Aquatic Practices course is designed around:

the four areas of study with the core topics for ‘Safety and management practices’ embedded in each of the four areas of study

schools determine whether to include elective topics in a course of study.


Module 1 Safety on our beaches Module 2 Coastlines and culture

Module 3 The marine environment Module 4 Snorkelling in an underwater world

Module 5 Coastal navigation and sailing Module 6 Cruising with power

Module 7 Food from the sea Module 8 Employment in the marine industry



Page 103 of 125

Assessment

For Aquatic Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including no more than two assessment instruments from any one technique.

Project Investigation Extended response

Examination

Performance





A technique that assesses physical demonstrations as outcomes of applying a range of cognitive, technical and physical skills.















60–90 minutes


performance: continuous class time to develop and practice the performance.

AQUATIC PRACTICS - Applied Senior Subject

Invoiced Fees:

$450 per year: Sailing, snorkelling excursions and equipment, transport and entry to venues, access to boating/fishing equipment, buses, bronze medallion and outside providers fees for Certificate II In Public Safety (Aquatic Rescue) and other excursions/activities.

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 11 NOVEMBER 2021 ALONG WITH FULL/INSTALMENT PAYMENT OF

2022 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.


STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO




Page 104 of 125

Japanese General senior subject General

Japanese provides students with the opportunity to reflect on their understanding of the Japanese language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts.

Students communicate with people from Japanese-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes.

Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.

Pathways

A course of study in Japanese can establish a basis for further education and employment in many professions and

industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

Objectives


comprehend Japanese to understand information, ideas, opinions and experiences

identify tone, purpose, context and audience to infer meaning, values and attitudes

analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives

apply knowledge of Japanese language elements, structures and textual conventions to convey meaning appropriate to context, purpose, audience and cultural conventions

structure, sequence and synthesise information to justify opinions, ideas and perspectives

use strategies to maintain communication and exchange meaning in Japanese.



Page 105 of 125

Structure


私のくらし

My world Family/carers and

friends

Lifestyle and leisure

Education

私達のまわり

Exploring our world Travel

Technology and media

The contribution of Japanese culture to the world

私達の社会

Our society Roles and

relationships

Socialising and connecting with my peers

Groups in society

私の将来

My future Finishing secondary

school, plans and reflections

Responsibilities and moving on

Assessment




Unit 3 Unit 4




Extended response

30%





25%



Page 106 of 125

Drama General senior subject General

Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works.

Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts.

Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.

Pathways

A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.

Objectives


demonstrate an understanding of dramatic languages

apply literacy skills

apply and structure dramatic languages

analyse how dramatic languages are used to create dramatic action and meaning

interpret purpose, context and text to communicate dramatic meaning

manipulate dramatic languages to create dramatic action and meaning

evaluate and justify the use of dramatic languages to communicate dramatic meaning

synthesise and argue a position about dramatic action and meaning.



Page 107 of 125

Structure


Share How does drama promote shared understandings of the human experience?

cultural inheritances of storytelling

oral history and emerging practices

a range of linear and non-linear forms

Reflect How is drama shaped to reflect lived experience?

Realism, including Magical Realism, Australian Gothic

associated conventions of styles and texts

Challenge How can we use drama to challenge our understanding of humanity?

Theatre of Social Comment, including Theatre of the Absurd and Epic Theatre


Transform How can you transform dramatic practice?

Contemporary performance


inherited texts as stimulus

Assessment




Unit 3 Unit 4


Performance


Project — practice-led project

35%


Project — dramatic concept

20%


Examination — extended response



Page 108 of 125

Music


Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology).

Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience.

Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres.

Pathways

A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative

industries, public relations and science and technology.

Objectives


demonstrate technical skills

explain music elements and concepts

use music elements and concepts

analyse music

apply compositional devices


interpret music elements and concepts

evaluate music to justify the use of music elements and concepts

realise music ideas

resolve music ideas.

Structure


Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?



Page 109 of 125

Assessment




Unit 3 Unit 4


Performance


Integrated project

35%


Composition

20%


Examination



Page 110 of 125

Music Extension (Composition) General senior subject General

Music Extension (Composition) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation.

In the Composition specialisation (making), students create and resolve new music works. They demonstrate use of music concepts and manipulate music concepts to express meaning and/or emotion to an audience through resolved compositions.

Pathways

A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives

By the conclusion of the course of study, students will: apply literary skills evaluate music and ideas about music examine music and ideas about music express meaning, emotion or ideas about

music apply compositional devices manipulate music elements and concepts resolve music ideas.

Structure

Unit 3 Unit 4

Explore Key idea 1: Initiate best practice

Key idea 2: Consolidate best practice

Emerge Key idea 3: Independent best practice

Assessment



Unit 3 Unit 4

Summative internal assessment 1 (IA1): Composition 1

20% Summative internal assessment 3 (IA3): Composition project

35%

Summative internal assessment 2 (IA2): Composition 2

20%


Examination — extended response



Page 111 of 125

Music Extension (Performance) General senior subject General

Music Extension (Performance) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation.

In the Performance specialisation (making), students realise music works, demonstrating technical skills and understanding. They make decisions about music, interpret music elements and concepts, and express music ideas to realise their performances.

Pathways

A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives

By the conclusion of the course of study, students will: apply literary skills evaluate music and ideas about music examine music and ideas about music express meaning, emotion or ideas about

music apply technical skills interpret music elements and concepts realise music ideas.

Structure

Unit 3 Unit 4

Explore Key idea 1: Initiate best practice

Key idea 2: Consolidate best practice

Emerge Key idea 3: Independent best practice

Assessment



Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation 1

20% Summative internal assessment 3 (IA3): Performance project

35%

Summative internal assessment 2 (IA2): Investigation 2

20%

Summative external assessment (EA): 25% Examination — extended response



Page 112 of 125

Visual Art


Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices.

Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression.

Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes.

In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.

Pathways

A course of study in Visual Art can establish a basis for further education and

employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Objectives


implement ideas and representations


analyse and interpret visual language, expression and meaning in artworks and practices

evaluate art practices, traditions, cultures and theories

justify viewpoints

experiment in response to stimulus

create meaning through the knowledge and understanding of materials, techniques, technologies and art processes

realise responses to communicate meaning.



Page 113 of 125

Structure


Art as lens Through inquiry learning, the following are explored:

Concept: lenses to explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

Media: 2D, 3D, and time-based

Art as code Through inquiry learning, the following are explored:

Concept: art as a coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

Art as knowledge Through inquiry learning, the following are explored:

Concept: constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed

Art as alternate Through inquiry learning, the following are explored:

Concept: evolving alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed

Assessment




Unit 3 Unit 4


Investigation — inquiry phase 1


Project — inquiry phase 3

35%


Project — inquiry phase 2

25%


Examination



Page 114 of 125

Dance in Practice Applied senior subject Applied

Dance in Practice focuses on experiencing and understanding the role of dance in and across communities and, where possible, interacting with practising performers, choreographers and designers.

Students create, perform and produce dance works in class, school and community contexts, and use their senses as a means of understanding and responding to their own and others’ dance works. This fosters creativity, helps students develop problem-solving skills, and heightens their imaginative, emotional, aesthetic, analytical and reflective experiences.

Students explore and apply techniques, processes and technologies individually and in groups to express dance ideas that serve particular purposes. Students explore safe dance practices for themselves and groups. They gain practical and technical skills, employ terminology specific to dance, investigate ways to solve problems, and make choices to communicate through dance and about dance.

Pathways

A course of study in Dance in Practice can establish a basis for further education and employment in dance education,

dance teaching, choreography, performance and event production.

Objectives


recall terminology, concepts and ideas associated with dance

interpret and demonstrate the technical and expressive skills required for dance genres

explain dance and dance works

apply dance concepts and ideas through performance and production of dance works

analyse dance concepts and ideas for particular purposes, genres, styles and contexts

use language conventions and features to achieve particular purposes

generate, plan and modify creative processes to produce dance works

create communications and make decisions to convey meaning to audiences

evaluate dance works.

Structure

The Dance in Practice course is designed around core and elective topics. Students explore at least two dance genres across Units 1 and 2 and again in Units 3 and 4, and three genres across the four units.

Core Electives

Dance performance

Dance production

Dance literacies

Ballet

Contemporary

Jazz

Tap

Ballroom

Popular dance

World dance



Page 115 of 125

Assessment

For Dance in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least one project, arising from community connections

at least one performance, separate to an assessable component of a project.

Project Performance Product Extended response

Investigation


A technique that assesses the physical demonstration of identified skills.

A technique that assesses the production of a design solution and folio or choreographic work.



The Project in Dance in Practice requires:

a dance performance: 1½ – 2 minutes

at least one other component from the following - written: 500–

900 words - spoken: 2½–

3½ minutes - multimodal non-

presentation: 8 A4 pages max (or equivalent)

presentation: 3–6 minutes

product: variable conditions.

Dance performance: 2–3 minutes

Production performance:variable conditions

Teaching performance: variable conditions

Design solution and folio:variable conditions

Choreographic work: 2–3 minutes




multimodal - non-






multimodal - non-





Page 116 of 125

Drama in Practice Applied senior subject Applied

Drama in Practice gives students opportunities to plan, create, adapt, produce, perform, appreciate and evaluate a range of dramatic works or events in a variety of settings.

Students participate in learning activities that apply knowledge and develop creative and technical skills in communicating meaning to an audience.

Students learn essential workplace health and safety procedures relevant to the drama and theatre industry, as well as effective work practices and industry skills needed by a drama practitioner.

Pathways

A course of study in Drama in Practice can establish a basis for further education and employment in the drama and theatre industry in areas such as performance, theatre management and promotions.

Objectives


identify and explain dramatic principles and practices

interpret and explain dramatic works and dramatic meanings

demonstrate dramatic principles and practices

apply dramatic principles and practices when engaging in drama activities and/or with dramatic works

analyse the use of dramatic principles and practices to communicate meaning for a purpose

use language conventions and features and terminology to communicate ideas and information about drama, according to purposes

plan and modify dramatic works using dramatic principles and practices to achieve purposes

create dramatic works that convey meaning to audiences

evaluate the application of dramatic principles and practices to drama activities or dramatic works.

Structure

The Drama in Practice course is designed around core and elective topics.

Core Electives

Dramatic principles

Dramatic practices

Acting (stage and screen)

Career pathways (including arts entrepreneurship)

Community theatre

Contemporary theatre

Directing

Playbuilding

Scriptwriting

Technical design and production

The theatre industry

Theatre through the ages

World theatre



Page 117 of 125

Assessment

For Drama in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least one project, arising from community connections

at least one performance (acting), separate to an assessable component of a project.

Project Performance Product Extended response

Investigation



A technique that assesses the production of a design solution.






multimodal - non-



performance onstage (stage acting) - 2–4 minutes:

individual - 1½–3 minutes:

group

performance onstage (screen acting) - 2–3 minutes:

individual - 1½–2 ½

minutes: group

performance offstage (directing, designing) - 4–6 minutes:

individual (excluding actors delivering text)

workshop performance (other): variable conditions


acting performance (stage) - 3–5 minutes:

individual - 2–4 minutes:

group

acting performance (screen) - 2½–3½

minutes: individual

- 2–3 minutes: group

directing performance - 5–7 minutes:

individual (excluding actors delivering text)

variable conditions










multimodal - non-





Page 118 of 125

Media Arts in Practice Applied senior subject Applied

Media Arts in Practice focuses on the role media arts plays in the community in reflecting and shaping society’s values, attitudes and beliefs. It provides opportunities for students to create and share media artworks that convey meaning and express insight.

Students learn how to apply media technologies in real-world contexts to solve technical and/or creative problems. When engaging with school and/or local community activities, they gain an appreciation of how media communications connect ideas and purposes with audiences. They use their knowledge and understanding of design elements and principles to develop their own works and to evaluate and reflect on their own and others’ art-making processes and aesthetic choices.

Students learn to be ethical and responsible users of and advocates for digital technologies, and aware of the social, environmental and legal impacts of their actions and practices.

Pathways

A course of study in Media Arts in Practice can establish a basis for further education and employment in a dynamic, creative and global industry that is constantly adapting to new technologies.

Objectives


identify and explain media art-making processes

interpret information about media arts concepts and ideas for particular purposes

demonstrate practical skills, techniques and technologies required for media arts

organise and apply media art-making processes, concepts and ideas

analyse problems within media arts contexts

use language conventions and features to communicate ideas and information about media arts, according to context and purpose

plan and modify media artworks using media art-making processes to achieve purposes

create media arts communications that convey meaning to audiences

evaluate media art-making processes and media artwork concepts and ideas.

Structure

The Media Arts in Practice course is designed around core and elective topics.

Core Electives

Media technologies

Media communications

Media in society

Audio

Curating

Graphic design

Interactive media

Moving images

Still image



Page 119 of 125

Assessment

For Media Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least two projects, with at least one project arising from community connections

at least one product, separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of skills in the production of media artwork/s.






multimodal - non-presentation: 8

A4 pages max (or equivalent)



variable conditions Presented in one of the following modes:














Page 120 of 125

Music in Practice Applied senior subject Applied

Music in Practice gives students opportunities to engage with music and music productions, and, where possible, interact with practising artists.

Students are exposed to authentic music practices in which they learn to view the world from different perspectives, and experiment with different ways of sharing ideas and feelings. They gain confidence and self-esteem, and contribute to the social and cultural lives of their school and local community. They gain practical, technical and listening skills to communicate in and through their music.

Students explore and engage with the core of music principles and practices as they create, perform, produce and respond to their own and others’ music works in class, school and community settings. They learn about workplace health and safety (WHS) issues relevant to the music industry and effective work practices that lead to the acquisition of industry skills needed by a practising musician.

Pathways

A course of study in Music in Practice can establish a basis for further education and employment in areas such as performance, critical listening, music management and music promotions.

Objectives


identify and explain music principles and practices

interpret music principles and practices

demonstrate music principles and practices

apply technical and expressive skills to performance and production of music works

analyse the use of music principles and practices in their own and others’ music works

use language conventions and features to communicate ideas and information about music, according to context and purpose

plan and modify music works using music principles and practices to achieve purposes

create music works to communicate music ideas to audiences

evaluate the application of music principles and practices to music works and music activities.

Structure

The Music in Practice course is designed around core and elective topics.

Core Electives

Music principles

Music practices

Community music

Contemporary music

Live production and performance

Music for film, TV and video games

Music in advertising

The music industry

Music technology and production

Performance craft

Practical music skills

Songwriting

World music



Page 121 of 125

Assessment

For Music in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:


at least one performance, separate to an assessable component of a project

at least one product (composition), separate to an assessable component of a project.

Project Performance Product (Composition)

Extended response

Investigation



A technique that assesses the application of skills to create music.






multimodal - non-



performance: variable conditions


music performance: minimum of two minutes total performance time

production performance: variable conditions

manipulating existing sounds: minimum of two minutes

arranging and creating: minimum of 32 bars or 60 seconds




multimodal - non-






multimodal - non-





Page 122 of 125

Visual Arts in Practice Applied senior subject Applied

Visual Arts in Practice focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs.

Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making.

Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices.

Pathways

A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating,

illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

Objectives


recall terminology and explain art-making processes

interpret information about concepts and ideas for a purpose

demonstrate art-making processes required for visual artworks

apply art-making processes, concepts and ideas

analyse visual art-making processes for particular purposes

use language conventions and features to achieve particular purposes

generate plans and ideas and make decisions

create communications that convey meaning to audiences

evaluate art-making processes, concepts and ideas.

Structure

The Visual Arts in Practice course is designed around core and elective topics.

Core Electives

Visual mediums, technologies, techniques

Visual literacies and contexts

Artwork realisation

2D

3D

Digital and 4D

Design

Craft



Page 123 of 125

Assessment

For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:


at least one product (composition), separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of:

a product component: variable conditions

at least one different component from the following - written: 500–900

words - spoken: 2½–3½

minutes - multimodal non-presentation:


presentation: 3–6 minutes.

variable conditions Presented in one of the following modes:












ROBINA STATE HIGH SCHOOL

Documents